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Master Thesis

L’utilité de réconcilier les lycéens et la lecture dans le cadre scolaire

Abstract : This professional dissertation offers an observation and a study about the links that “seconde” students (first year secondary school students) have with reading. Nowadays in French classes, it is not uncommon to hear that they do not like to read, that they do not feel anything, and that they see reading as an obligation or even a punishment. Thus, the central question of this study is to question the role of French literature teachers in accompanying students towards and during their readings in order to reconcile them with the latter. In an attempt to answer this question, this dissertation begins with the theoretical contributions of Wolfgang Iser, Umberto Eco, Jean-Paul Sartre and Vicent Jouve with Michel Picard on the issues of reading and reception by questioning the place of the reader. Then, it will present an inventory of the disenchantment of classroom reading by exploring the recommendations of didacticians and teachers such as Antoine Compagnon, Anne Vibert or Bénédicte ShawkyMilcent. Finally, this paper will present examples of experiences carried out in two “seconde” classes to increase the students’ appropriation of their reading. Let us try to improve the image of reading so that we can move from punishment-reading to pleasure-reading.
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Master Thesis
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https://dumas.ccsd.cnrs.fr/dumas-02510871
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Submitted on : Wednesday, March 18, 2020 - 11:29:59 AM
Last modification on : Monday, June 29, 2020 - 3:18:22 AM

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  • HAL Id : dumas-02510871, version 1

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Maëlys Guyomard. L’utilité de réconcilier les lycéens et la lecture dans le cadre scolaire. Education. 2019. ⟨dumas-02510871⟩

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