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Master Thesis

L’apprentissage de l’acte de contradiction lors d’un débat interprétatif pour construire un espace dialogique en classe de seconde

Abstract : “No”, “I disagree”, “Absolutely not” and “Yes, but” are among so many expressions orally employed by a person who wants to express disagreement with someone else or with an idea. But contradicting is a perilous act. Indeed, it may imply calling into question a personal way of thinking, criticizing a viewpoint, or even discrediting a whole identity. In other words, when a person is contradicting, he or she is attacking someone else’s face. Consequently, the way in which a person contradicts turns out to be essential to carry on with the exchange. Groupwork around a problematizing question is promoted in class. However, it generates the confrontation of different identities which must succeed in exchanging in a consensual way. This act of contradicting becomes then crucial in the sense construction process: the exchange carries on because there is no verbal aggression. This dissertation, through the analysis of an experiment conducted in a class of “seconde” (10th grade / sophomore at high school), will study the expressions of contradiction used by pupils/students during debates. Thus, the connection between mastering the act of contradicting and the construction of a space for dialog and interpretation will be examined.
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Master Thesis
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https://dumas.ccsd.cnrs.fr/dumas-02336894
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Submitted on : Tuesday, October 29, 2019 - 10:44:45 AM
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Oriana Cimini. L’apprentissage de l’acte de contradiction lors d’un débat interprétatif pour construire un espace dialogique en classe de seconde. Education. 2019. ⟨dumas-02336894⟩

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