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Apprentissage de la lecture et construction de l’identité de lecteur au cours préparatoire.

Abstract : In the last decades of the twentieth century, literary critics strove to define what place to give the reader amidst the process of literary creation. Scrutinized under different angles (cognitive, cultural, psychoanalytical, anthropological, sociological, linguistic, aesthetic), the activity of the reader as recipient of a given work has now been described with accuracy, observed again and again to better fathom the conditions in which this reception takes place. In the wake of these studies, didactic research also questions the way a reader in-training can set up an intimate relationship to literature and grow into a position which allows him/her to enter the game -to which a literary work quintessentially invites him/her- in order to assimilate the literary text, to actualize it and draw personal benefit from his/her readings.We believe the various reader positionings, so far described only from the models of expert readers, can also be taught, simultaneously with the rigorous acquisition of reading skills. To tackle this issue, this thesis has defined an epistemological framework based, on the one hand, upon Michel Picard and Vincent Jouve’s models of theorization of the readership, and on the other hand, upon research in literature didactics which have renewed the way of teaching it by taking into account the reader as subject. The exploratory dimension of this research which compares two types of learning has permitted to find out -the different processes implemented by pupils to understand and invest the texts-the representations concerning reading that they build according to different learning situations-the conditions necessary to the mobilization of their subjectivity in building a participatory and/or distanciated reading.This research will also have permitted to suggest a few hypotheses aimed at building the bases of the modelization of the reading processes at work for the reader in-training.
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  • HAL Id : tel-01083079, version 1



Agnès Perrin-Doucey. Apprentissage de la lecture et construction de l’identité de lecteur au cours préparatoire.. Littératures. Université de Grenoble, 2012. Français. ⟨tel-01083079⟩



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