Didier, 1979 Amount. Descriptions: 224 с. : pomegranate. ; 23cm. Bibliogr. p. 215-218. Index p. 219-224. – ISBN 2-278-03268-2.
This work, written by specialists and addressed primarily to experts – teaching or studying literary facts – is difficult to access, but it is very rich. We must first emphasize the rigor and precision of the author’s approach; they start from experienced situations, either in the departments of the second cycle of high school or in the first university cycle, in order to make observations, lucidly convey the difficulties of communicating, transmitting, reviving and sharing and proposing specific pedagogical methods, without hiding anything from effort. demanded from both the student and the teacher himself. There is also a very strong and very justified desire to define the terms and approach techniques that are proposed. At this price, “literature” will cease to be a dead, timeless and boring thing, that reading will be something other than a painful obligation.
Authors from “classical” or contemporary texts (novels, short stories, theater) offer a detailed study of the text given in its entirety and enlightened by different approaches, conducted by small groups of students. plurality of readings referring to historical, sociological or other data and, above all, rejecting the obvious, false transparency of so many well-known texts that we have lost the habit of re-examining ourselves to know why the author is in this form and on the other pages as we are still interested in these texts today. It is actually about training the critical spirit “in stages and in progress”, not forgetting the need for a certain coherence from one apprenticeship to another. Which is useful for interpreting any type of message (see, for example, what was said about advertising, p. 149).
Reading is no longer seen as a pleasant and almost superfluous pastime, but as “the center of the main teachings … because it can be creation, … reading can be playing with several codes, and even switching to writing (p. 185 ). and further).
As for the role of the teacher, it has been substantially changed: “present, he loses the status of the only transmitter of speech and knowledge in order to take on the role of facilitator, coordinator and observer” (p. 102). Thus, one of the goals of the current strong current of pedagogical renewal can be achieved, which makes the student an actor in his learning (self-education, self-documentation).
The bibliography includes about 80 references, all in French. The alphabetical index allows you to find all the passages in which it is used and explains a technical term. Useful cross-references are also on the margins.
Recommended literature for all followers of active methods that involve students in learning working methods and acquiring the knowledge they will need in adult life.