Pedagogies de la redaction et probleme de la creativite - les conditions fondamentales d'un modele d'apprentissage de la langue ecrite
Institution:
Strasbourg 1Disciplines:
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Abstract EN:
Is it possible to teach pupils the constraints of written expression ? how can we manage this ? the art and practice of essay writing has always tried answering part of these questions, the solution of which is the pre-requisite of mastering language in secondary schools. This habit has been imposed by reasoning from a point of reference and by the precedent of a model to which the pupils have previously been initiated. The first model referred to the literary language and had recourse to its imitiation. The working language was latin. The pupils - or at least some of them - were eventually supposed to be able to write a play in latin verses and a latin speech. The second model which is still ours since it constitutes the base of official pedagogy, such as it has been codified in "official instructions", has chosen the french language and built up a whole methodology which has known - and still knows - nothing but failure. This is the crisis faced by french, denounced since the beginning of this century and for which a solution is being sought in vain. The after- 1968 spirit has popularised a model known under the name of creativity. It claims to be successful and has quickly become part of the official pedagogy. Two fundamental procedures have sprung from these models: - an analytical one which has benefited from the pre-eminence of sciences. It certainly produced excellent results in description and was particularly well adapted to
Abstract FR:
L'enseignement de la "redaction" connait depuis l'origine des difficultes considerables et l'on n'a pas encore apporte de solution efficace pour les resoudre. Il importe donc d'en rechercher les causes et l'on ne peut ecarter les modalites memes de l'apprentissage, telles qu'elles sont definies par des instructions officielles qui n'ont jamais su avoir de coherence et eviter les contradictions. Profitant des avantages de la creativite, est esquissee ici une analyse qui en fait un proces et non plus un etat. Elle se trouve donc separee de l'inspiration que nous devons au romantisme. On etablit alors le moyen privilegie d'y acceder : le rythme dont la langue connait une forme-source : le vers. Il importe cependant de l'epurer jusqu'a parvenir au "modele du vers" duquel deriveront des exemples d'execution. Sa mise en oeuvre, resultat d'un apprentissage strict, offre la possibilite d'ameliorer singulierement les performances des eleves, tant en vers proprement dit qu'en prose courante. Un profil d'evolution est trace qui mene du vers regulier au vers libre. On s'interroge aussi sur les raisons de cette efficacite et les causes de son absence dans l'arsenal pedagogique. Tout un courant de polemique est exhume et les fondements ideologiques mis a jour. Le parcours de la pedagogie officiel est dessine depuis le debut du siecle, ou les espoirs sont franchement affirmes, jusqu'a nos jours ou ne restent plus que desillusion et agressivite. . . .