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<Text textformat="02" language="fre">&#60;p&#62;Si le genre est au c&#339;ur de l'enseignement du français, ce n'est pas seulement à travers les genres littéraires. À l'école, le travail sur les textes est encadré par des modèles qui en régissent la réception et la production. Le numéro propose une approche plurielle de cette notion que travaillent à la fois la didactique du français et l'analyse du discours (D. Maingueneau, N. Denizot). Il interroge l'évolution historique d&#8217;un genre typiquement scolaire, la dissertation (A. Monnier), mais aussi la manière dont l&#8217;école s&#8217;empare des pratiques sociales pour les instituer en genres (B. Schneuwly &amp; S. Aeby Daghé). Chemin faisant, le numéro explore la construction scolaire des objets d&#8217;enseignement. À trop se didactiser/se scolariser, un genre au départ non scolaire comme l&#8217;album risque de perdre son intérêt premier (A. Leclaire-Halté &amp; L. Maisonneuve, P. Heems). D&#8217;autres, au contraire, comme le débat (A. Destailleur), la page de manuel (C. Mercier), le questionnaire (M. Habi) ou encore la traditionnelle récitation (S. Piot), gagnent à être pensés comme des genres scolaires. C&#8217;est à cette condition qu&#8217;ils peuvent devenir des outils didactiques et pédagogiques.&#60;/p&#62;</Text>
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<Text language="fre">Selon une approche plurielle, le numéro traite de genres scolaires qui s'enseignent (dissertation), d'outils (manuels, questionnaires) et d&#8217;activités (récitation) qui gagnent à être pensés comme des genres scolaires, ainsi que de l&#8217;usage scolaire, voire de la scolarisation, d&#8217;objets extrascolaires (albums pour la jeunesse).</Text>
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<Text textformat="02">&#60;p&#62;Dominique Maingueneau &#8211; &#60;em&#62;Quelques remarques sur la notion de genre scolaire&#60;/em&#62;&#60;br /&#62;
Nathalie Denizot &#8211; &#60;em&#62;Quand la devinette devient un genre scolaire. Analyse didactique d'une séquence de lecture-écriture en CP/CE1&#60;/em&#62;&#60;br /&#62;
Patrice Heems &#8211; &#60;em&#62;Des albums pour parler, des albums pour se taire&#60;/em&#62;&#60;br /&#62;
Anne Leclaire-Halté &amp; Luc Maisonneuve  &#8211; &#60;em&#62;L'album de littérature de jeunesse : genre, forme et/ou médium scolaire ?&#60;/em&#62;&#60;br /&#62;
Anne Monnier &#8211; &#60;em&#62;L'évolution des genres scolaires en français : le cas de la dissertation à Genève (1970-2004)&#60;/em&#62;&#60;br /&#62;
Audrey Destailleur&#60;strong&#62; &#60;/strong&#62;&#8211;&#60;strong&#62; &#60;/strong&#62;&#60;em&#62;Débattre, faire débattre et apprendre à débattre. Étude des déclarations d&#8217;enseignants de cycle 3 sur des genres disciplinaires du débat&#60;/em&#62;&#60;br /&#62;
Malik Habi   &#8211; &#60;em&#62;Le questionnaire en question&#60;/em&#62;&#60;br /&#62;
Catherine Mercier  &#8211; &#60;em&#62;Des élèves concepteurs de pages de manuel&#60;/em&#62;&#60;br /&#62;
Séverine Piot &#8211; &#60;em&#62;La récitation&#60;/em&#62;&#60;br /&#62;
Bernard Schneuwly &amp; Sandrine Aeby Daghé &#8211; &#60;em&#62;Genres scolaires et genres scolarisés en écriture et pratiques sociales de référence. Le cas de l&#8217;école primaire en Suisse romande (1830-2010)&#60;/em&#62;&#60;br /&#62;
Élizabeth Vlieghe &#8211; &#60;em&#62;Des nouvelles du livre pour la jeunesse : albums en tous genres&#60;/em&#62;&#60;/p&#62;</Text>
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<Text language="fre">La revue Recherches est née en 1984 de la volonté d'offrir aux enseignants de français de l'Académie de Lille un lieu d'écriture professionnelle, un lieu où peuvent se réfléchir les pratiques d'enseignement, se communiquer les innovations, mais aussi...</Text>
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<Text language="fre">&#60;p&#62;La revue &#60;em&#62;Recherches&#60;/em&#62; est née dans l'académie de Lille en 1984. Son comité de rédaction est composé d'enseignant·e·s de l&#8217;école élémentaire à l&#8217;enseignement supérieur mais aussi de l&#8217;enseignement spécialisé.  La revue est destinée à offrir aux enseignant·e·s de français et aux professeur·e·s des écoles un lieu d&#8217;écriture professionnelle où peuvent se réfléchir les pratiques d&#8217;enseignement, se communiquer les innovations et se diffuser les recherches scientifiques qui intéressent la didactique du français. Elle est classée dans la catégorie « Interface » par HCÉRES (Haut conseil de l&#8217;évaluation de la recherche et de l&#8217;enseignement supérieur) ; cela signifie qu&#8217;elle est reconnue comme interface entre le champ de la recherche et celui des pratiques professionnelles. Elle est diffusée au numéro par les Presses universitaires du Septentrion mais vous pouvez vous abonner &#60;em&#62;via&#60;/em&#62; le site de la revue. Vous y trouverez également les appels à contribution pour les numéros à venir et notre blog de littérature pour la jeunesse.&#60;/p&#62;  &#60;p&#62;&#60;!--StartFragment--&#62;&#60;strong&#62;&#60;a href="https://www.revue-recherches.fr/" style="bold"&#62;Lien vers le site de la revue&#60;/a&#62;&#60;/strong&#62;&#60;!--EndFragment--&#62;&#60;/p&#62;</Text>
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