| Summary: | This paper shows how several teachers explain their ways of using illustrated books for children in the last year of french elementary school, five years after books usually used as teaching materials had to become learning objects, according to official programmes. The analysis of interviews conducted with three teachers leads to acknowlege in one hand their will to take into account the didactic contributions legitimated by the research and teaching authorities, and in the other hand their partial awareness of the difficulty created by the available illustrated books that accumulate discursive, semiotic and thematic complexity factors. The mentioned systems, based on scenari often suggested during trainings (progressive unveiling, deconstruction of the iconotextual reality, etc.) collide with declared objectives that aim at disciplinary knowledge benefits (in history, in writing, in civic education) and textual understanding. In this context, self-confrontation is an effective tool at the disposal of the teacher aiming for professional reflexivity, and of the researcher able to uncover knowledge and beliefs about the use of illustrated books in the last year of french elementary school and then take another look at the support and training systems.
|
|---|