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LA REPRÉSENTATION DE LA LITTÉRATIE DANS UN PROJET PÉDAGOGIQUE

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Author(s)
Dagenais, Diane

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URI
http://hdl.handle.net/20.500.12424/2437
Online Access
http://mje.mcgill.ca/article/view/8566
Abstract
RÉSUMÉ. Le concept de la représentation sociale et les écrits sur la littératie ont servi de cadre conceptuel pour examiner la représentation de lalittératie chez les intervenants d'un projet pédagogique en classe d'accueil. À travers l'analyse des entrevues avec les intervenants, il est démontré que ces derniets ont construit une représentation de la littératie constituée de deux discours divergents: un discours scolaire, qui conduit à envisager la littératie comme une habileté individuelle développée à l'école; et un discours social, qui associe la littératie à des phénomènes sociaux dépassant le seul contexte scolaire. La conclusion envisage les facteurs contextuels liés au processus de changement qui ont poussé les intervenants à s'associer de façon stratégique au discours social sur la littératie. THE REPRESENTATION OF LlTERACY IN AN EDUCATION PROJECT ABSTRACT. The concept of social representation and the writings on literacy have been used as a conceptual framework to examine the representation ofliteracy among participants in an education project in classes d'accueiL Through the analysis of interview results, it has been demonstrated that the participants have constructed a representation of literacy made up of two different discourses: an academic discourse that tends to see literacy as an individual ability developed in school, and a social discourse which associates literacy to social phenomena that go beyond the academic context. The conclusion considers the contextual factors linked to the change process that have led the participants to associate themselves strategically with the social discourse on literacy.
Date
2001-04-01
Type
info:eu-repo/semantics/article
Identifier
oai:ojs.ejournal.library.mcgill.ca:article/8566
http://mje.mcgill.ca/article/view/8566
Collections
McGill Journal of Education

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