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Didactique clinique de l'écriture de fiction en lycée professionnel : division du sujet et conversion didactique dans l'apprentissage

Abstract : We assume that there is a personal investment of pupils when they write. Basing on the clinical didactics approach, I question the learning of writing fiction in vocational high schools. This theoretical framework is based on the hypothesis of Freud’s unconscious mind and it considers the subject to be singular, liable to subjection and divided. In fact, the division of the subject, the result of their entry into language, is probably a guiding impulse in the process of writing and, therefore, of its learning. My work questions the existence of a psychic investment of pupils, in connection with their division, when they learn to write fiction. If such division exists, I want to shed light on its relationship with the know-how to write and thereby assert the existence of a didactic conversion, just like such a phenomenon is also noticeable with the subject-teacher (Buznic-Bourgeacq, 2005).I observed four pupils : Soleil, Nicolas, Blow and Luc, during the sequence “write a short story with a surprising ending " in a French class. The case constructions that I built for each one would show a psychic investment in relation to the division of the subject.
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Submitted on : Monday, December 9, 2019 - 4:53:16 PM
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Sandra Cadiou. Didactique clinique de l'écriture de fiction en lycée professionnel : division du sujet et conversion didactique dans l'apprentissage. Education. Université Toulouse le Mirail - Toulouse II, 2018. Français. ⟨NNT : 2018TOU20026⟩. ⟨tel-01899979v2⟩

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