Que disent les enseignants du cycle 3
de leurs pratiques et des textes qui instituent la littérature à l’école primaire ? Pour une analyse des déclarations de pratiques.

Ana Dias-Chiaruttini 1
1 Théodile-CIREL
CIREL - Centre Interuniversitaire de Recherche en Education de Lille (CIREL) - EA 4354 : EA1764
Abstract : In France, the ministerial directives published since 2002 have disrupted and questioned the configuration and the very identity of French as a primary school subject by institutionalizing literature as a school subject. The teaching and corpus of texts already in use in schools for decades are conferred new objectives. Directives in favour of literature reading which aims at comprehension and interpretation are put forward. This article deals with the analysis of statements made by teachers in a questionnaire about how they read, use and implement the ministerial directives. What do multisubject teachers perceive in this epistemological rupture ? What meaning do they give to it ? What devices do they integrate into their daily school life ? What importance do they give to oral activities on literary texts ? How do they characterize their role during these sessions ? How do they devise them ?
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Ana Dias-Chiaruttini. Que disent les enseignants du cycle 3
de leurs pratiques et des textes qui instituent la littérature à l’école primaire ? Pour une analyse des déclarations de pratiques.. Repères : Recherches en didactique du français langue maternelle, ENS Lyon, 2008, Pratiques effectives de la littérature à l'école et au collège, 37, pp.27-49. ⟨http://reperes.revues.org/419⟩. ⟨hal-01223663⟩

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