Le rapport à l’écriture extrascolaire et scolaire : une étude menée auprès d’adolescents
Keywords:
didactique de l’écriture, écriture extrascolaire, écriture scolaire, rapport à l’écriture, rapport au savoirAbstract
Résumé
Plusieurs recherches axées sur le rapport à l’écriture ont mis en évidence l’importance de certaines dimensions dans le processus d’enseignement et d’apprentissage de l’écriture. L’étude que nous présentons, basée sur l’expérience d’élèves de 7e année (de 11 à 14 ans) en milieu scolaire ou extrascolaire, nous a amenées à envisager trois idéaux-types de rapport à l’écriture qui correspondent à différents modes d’interprétation de ce phénomène pluridimensionnel et instable. Ces idéaux-types sont susceptibles d’ouvrir des pistes de manière à ce que le Sujet et son identité soient pris en compte dans la didactique de l’écriture.
Abstract
Several studies on the relationship students establish with writing have highlighted the importance of certain dimensions in the processes of the teaching and learning of writing. The present study, which examines the relationship with writing developed by learners in a Grade 7 class (11 to 14 years old), both in school and extraschool contexts, has led us to conceptualise three ideal types of relationship with writing, each of which corresponds to different modes of interpretation of this multidimensional and unstable phenomenon. These ideal types are likely to open new ways forward so that the Subject and her or his identity are taken into account in the teaching of writing.
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