Quelles articulations entre lecture littéraire et Histoire à l'école primaire ? Perspective diachronique et étude de cas

Abstract : This article seeks to clarify the articulations between literature and History at the cursory reading of historical fiction in elementary school, links which place the versatile teacher in front of a double didactic difficulty: not to turn reading of a story into simple « disguised history lesson » without neglecting the obstacles to understanding related to the importance of historical knowledge. After having described diachronically the schooling of literature and History and discussed the issues raised by the nature of historical stories, our observation was focused on a case study, the reading of the album Otto, the autobiography of a teddy bear in three classes CM2*. Through choices operated by the teachers regarding the entry in the album and the construction of a sequence of literature, it came to identify their impact on the relevance of the objectives-obstacles selected (temporality, character / narrator, links text / image, etc.) and different degrees of articulation that allow between literary reading and History. *5th years of primary school
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Pascal Dupont. Quelles articulations entre lecture littéraire et Histoire à l'école primaire ? Perspective diachronique et étude de cas. Repères : Recherches en didactique du français langue maternelle, ENS Lyon, 2013, Lecture/spectature de Fictions historiques à l’école et au collège en classe de français. ⟨hal-01216177⟩

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