Marie-France Bishop, IUFM du Nord-Pas-de-Calais, THÉODILE.
Las producciones escritas sobre sí mismo en la escuela son raramente consideradas como un género escolar particular. Sin embargo, poseen rasgos recurrentes y se inscriben dentro de una historia ligada a las transformaciones de los conceptos de la escritura escolar. Este artículo propone bosquejar los principales trazos de un recorrido histórico a través del cual la vivencia de los alumnos va a ser más o menos solicitada, en función de los los objetivos de la enseñanza. Dos grandes objetivos se alternan : escribir para aprender a escribir o escribir para expresarse. En función de la elección realizada y de las prioridades dadas a la redacción, las producciones escritas sobre sí mismo ocuparán un lugar más o menos importante.
Teachers’ annotations, indicators of the functions of writing : a historical survey,
Marie-France Bishop, IUFM de Versailles, équipe Théodile, université Charlesde-Gaulle, Lille 3 This contribution aims to rediscover, from a historical point of view, the different functions of the writing activities in the school, through the ways they are assesssed. It consists more particularly in reading the annotations which go with the pupils’ assignments as illustrations of what the different eras have set up as models of the learning of writing... The first examples which have been selected date back to the beginning of the century, they show the diversity of the educational project which uses the writing activity with varied objectives outgoing widely the mere framework of the school topic. As far as this traditional model is concerned, the assessment of written assignments is part of a project aiming at the moral and intellectual education of the citizen-to-be. A second set of examples concerns the current model, whose stakes are mainly centered on the knowledge of the texts and how they work. Writing aims mainly at acquiring a practice of textual structures. But this approach of evaluation based on precise linguistic criteria is brought into question by supporters of a position more centered on the learner who try to take account of the individual approach to writing.
L’article s’attache à décrire, dans un parcours historique, les transformations d’une pratique professionnelle particulière : la lecture des récits de fictions à l’école maternelle. Cinq périodes sont considérées, qui correspondent à des étapes institutionnelles importantes. C’est à travers la lecture des textes officiels, que les différentes finalités assignées à la lecture des récits est appréhendée. L’hypothèse est qu’il s’agit d’un genre professionnel qui s’est élaboré au fil du temps, avec des modifications, mais également des éléments stables lesquels se retrouvent dans la mémoire professionnelle. Ce genre est dépendant des modèles pédagogiques dominants aux différentes périodes. La connaissance de cette pratique est un outil de réflexion didactique, mais aussi une base indispensable pour la formation des enseignants.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.