LE DÉBAT INTERPRÉTATIF DANS L'ENSEIGNEMENT DE LA LECTURE ET DE LA LITTÉRATURE À L'ÉCOLE

Ana Dias-Chiaruttini 1
1 Théodile-CIREL
CIREL - Centre Interuniversitaire de Recherche en Education de Lille (CIREL) - EA 4354 : EA1764
Abstract : The emergence of the interpretative debate to the primary school is symbolic of the evolution of the teaching of the literature, its contents and its configuration within the discipline French. The literature is empowered and became, at least in the 2000s in France, a full disciplinary field to the primary school, with a legitimized and recommended corpus of works and the specific and renewed activities of reading, otherwise short stories. This study redraws the emergence of the interpretative debate. It enlightens a favorable context to the practice of the debate in diverse school disciplines. It identifies the epistemological evolutions concerning the concept of interpretation but also the travels of the loans in the reference theories, in particular in the theories of the reception, as well as the contributions of the works concerning the notions of literary reading and the subject reader. It also shows how the teaching practices integrate this new disciplinary genre by processes of transmutation and absorption of the other older genres of the speech of the métatextualité into the history of the school discipline that is French.
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Ana Dias-Chiaruttini. LE DÉBAT INTERPRÉTATIF DANS L'ENSEIGNEMENT DE LA LECTURE ET DE LA LITTÉRATURE À L'ÉCOLE. Education. Université de Lille 3, 2010. Français. ⟨NNT : 2010LIL30049⟩. ⟨tel-01223578⟩

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