La revue a reçu…
This article examines the processes at work when students exercise their critical skills to read documents in history class, in line with the expectations of the school institution. Two sessions conducted in two fifth-grade classes are analysed using the concepts of the Joint Action Theory in Didac...
Đã lưu trong:
| Những tác giả chính: | , |
|---|---|
| Định dạng: | Article ou chapitre numérique |
| Ngôn ngữ: | Français |
| Được phát hành: |
2025
|
| Truy cập trực tuyến: | Accès Université d'Orléans et IFPM Accès Université d'Orléans et IFPM |
| id |
cairn-RFPED_224_0153 |
|---|---|
| record_format |
cairn |
| spelling |
cairn-RFPED_224_0153RFPEDRevue française de pédagogie https://shs.cairn.info/revue-francaise-de-pedagogie-2024-3-page-153?lang=fr https://doi.org/10.3917/rfped.224.0153 La revue a reçu… Le Hénaff, CarolePerraud, Caroline2025 fre Revue française de pédagogie | 224 | 3 | 2025-04-14 | p. 153-153 | 0556-7807 RFPED_22425 This article examines the processes at work when students exercise their critical skills to read documents in history class, in line with the expectations of the school institution. Two sessions conducted in two fifth-grade classes are analysed using the concepts of the Joint Action Theory in Didactics (JATD). The first session examines how to read a single archive document regarding an incident on a tramway in Bordeaux in 1942. A study of the second session will help analyse how the entire archive file relating to this incident was read. From one session to the next, the problem addressed is transformed, and it becomes necessary to refer to the multiple scales of historical context (the specific context of the incident, the intermediate context of the administrative collaboration that produced these archives, and the general context of the genocide of the Jews). Taking contextual scales into account leads students to work on the problem at stake in these documents to make a critical reading of them.Cet article étudie les processus à l’œuvre lorsque des élèves exercent leur esprit critique pour lire des documents en classe d’histoire, conformément aux attentes de l’institution scolaire. Deux séances menées dans deux classes de CM2 (élèves âgés de 10 ans) sont analysées avec les concepts de la Théorie de l’action conjointe en didactique (TACD). La première séance permet d’étudier les modalités de lecture d’un seul document d’archives qui évoque un incident dans un tramway à Bordeaux en 1942. La deuxième séance permet d’analyser les modalités de lecture de l’ensemble du dossier d’archives concernant cet incident. D’une séance à l’autre, le problème travaillé est transformé et il devient nécessaire de convoquer la pluralité des échelles du contexte historique (le contexte particulier de l’incident, le contexte intermédiaire de la Collaboration administrative qui a produit ces archives et le contexte général du génocide des juifs). La prise en compte des échelles contextuelles conduit les élèves à travailler le problème en jeu dans ces documents pour en effectuer une lecture critique.Cairn free access |
| language |
Français |
| format |
Article ou chapitre numérique |
| building |
0/Bibliothèque numérique/ 1/Bibliothèque numérique/Cairn/ |
| description |
This article examines the processes at work when students exercise their critical skills to read documents in history class, in line with the expectations of the school institution. Two sessions conducted in two fifth-grade classes are analysed using the concepts of the Joint Action Theory in Didactics (JATD). The first session examines how to read a single archive document regarding an incident on a tramway in Bordeaux in 1942. A study of the second session will help analyse how the entire archive file relating to this incident was read. From one session to the next, the problem addressed is transformed, and it becomes necessary to refer to the multiple scales of historical context (the specific context of the incident, the intermediate context of the administrative collaboration that produced these archives, and the general context of the genocide of the Jews). Taking contextual scales into account leads students to work on the problem at stake in these documents to make a critical reading of them. |
| author |
Le Hénaff, Carole Perraud, Caroline |
| spellingShingle |
Le Hénaff, Carole Perraud, Caroline La revue a reçu… |
| author_facet |
Le Hénaff, Carole Perraud, Caroline |
| author_sort |
Le Hénaff, Carole |
| title |
La revue a reçu… |
| title_short |
La revue a reçu… |
| title_full |
La revue a reçu… |
| title_fullStr |
La revue a reçu… |
| title_full_unstemmed |
La revue a reçu… |
| title_sort |
la revue a reçu… |
| publishDate |
2025 |
| container_title |
|
| container_issue |
|
| url |
https://ezproxy.univ-orleans.fr/login?url=https://shs.cairn.info/revue-francaise-de-pedagogie-2024-3-page-153?lang=fr https://ezproxy.univ-orleans.fr/login?url=https://doi.org/10.3917/rfped.224.0153 |
| _version_ |
1877246582443737088 |