L'utilisation de ictions historiques séduit régulièrement nombre d'enseignants du primaire qui, encouragés par les prescriptions oficielles, choisissent d'étudier en histoire des oeuvres susceptibles de captiver leurs élèves et de leur faire prendre conscience du passé, car, à leurs yeux, le roman historique éclaire l'histoire. Or, l'élève fait-il la distinction entre la iction et la réalité dont la dichotomie interroge les frontières entre les disciplines d'histoire et de français et la polyvalence des maîtres ? Que se passe-t-il quand un élève lit un roman historique dans une perspective de savoir partagé ? Que vont apporter ses souvenirs de lecture à sa compréhension des événements historiques ?The use of historical iction regularly attracts many primary school teachers who, encouraged by the French oficial instructions, choose to study in history lessons some works likely to capture their pupils'attention and to make them become aware of the past, because, in their eyes, historicals novels explain history. However, does the pupil distinguish between iction and reality whose dichotomy questions the borders between the disciplines of history and French and the polyvalence of the teachers? What occurs when a pupil reads a historical novel so as to share knowledge? What will his/her memories of reading bring to his/her comprehension of the historical events? Sylvie Lalagüe-Dulac Maître de conférences en didactique de l'histoire à l'université de Bordeaux, université de Bordeaux.
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