https://doi.org/10.31261/RS.2021.19.02
How are the two literatures – the classic, the heritage, the scholarly versus the children’s literature, the overly easy editorial productions – much less opposed in reality than one might think? How can a real complementarity exist between literatures which will perhaps never be patrimonial but which can become school and the “great” literature? We will show how the reading of mythographic works seeks to design a teaching which makes the encounter with the book a triple opportunity for enrichment: to be moved, to escape, to learn. We will show how the reading of mythographic works seeks to design a teaching which makes the encounter with the book a triple opportunity for enrichment: to be moved, to escape, to learn. By taking into account the requirements of the time and the need for the school not to operate apart from opinions and practices, by a literature and a reading which accept to be useful for something, the French course must make sense by offering a new culture which is first and foremost a culture of oneself. It is first of all to show a living classical literature.
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Vol. 19 No. 1 (2021)
Published: 2021-07-14
English
Język Polski
Français (France)
Español (España)
Italiano