Gérer un débat en classe de français avec les outils de la « gouvernance partagée » : analyse de pratiques et proposition didactique

Details

Supervisors

Dufays, Jean-Louis

Faculty

Faculté de philosophie, arts et lettres

Degree label

Master [120] en langues et lettres françaises et romanes, orientation générale, à finalité didactique

Abstract

enIn Belgian elementary and high school education, the orality is an essential subject, yet one that is difficult to work on. The same is true for debate, which has a prominent place. This situation can be explained by the fact that one of the main school issues is citizenship education, which itself requires the ability to argue and negotiate. However, as with oral expression, 'teaching debate' is not self-evident and raises many questions: what are the main objectives of this practice? How should it be presented to the students? What tools are available for teachers? In this thesis, we will try to answer these questions. To do so, we will start by studying the place of oral expression and debate in the French language class, in thistory and in scientific research. Then, we will look at what prescribe the official documents on this subject. The third part of this work will be devoted to the analysis of representations and practices in upper secondary education. Finally, after having outlined them, we will study the impact of the various tools offered by shared governance which make it possible to better manage exchanges, decision-making and the general organisation of a group. We will report on the didactic proposal, with the aim of sharing new techniques with teachers. Thanks to these different chapters, we will be able to answer the general problem of this thesis, namely "to what extent can tools from shared governance help to manage a school debate? ".