Le débat interprétatif en cycle 3 : D'une situation pédagogique à la didactique des disciplines

Abstract : Teaching literature in primary schools is an integral part of the French official programmes (curriculum). From a pedagogical point of view, it is recommended to organise interpretative debates in the third cycle (key stage). While many teachers are convinced of the efficacy of this activity, however, many are reluctant to develop it as a regular practice. The origin of this difficulty lies, in our opinion, in the multiplicity of teaching approaches brought into play by this educational activity: the status of oral, individual literary reading or collective interpretative space, the nature of the teaching objects chosen. Our hypothesis is that it is be the coexistence of composite references to these various educational theories that makes this teaching activity difficult to apprehend. The analysis covers declared and actual practices. Juxtaposing these findings allows us to build a path between didactical teaching references and classroom practice, to illuminate teacher biases based on didactics but which are sometimes pedagogically counter-productive. Thus, beyond these findings, the didactician has to question the relationship between knowledge of actions and educational knowledge as well as the professional skills necessary for the creation and management of this specific discursive context.
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Pascal Dupont. Le débat interprétatif en cycle 3 : D'une situation pédagogique à la didactique des disciplines. Les didactiques et leurs rapports à l'enseignement et à la formation, Sep 2008, Bordeaux, France. ⟨hal-00951146⟩

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