Le texte littéraire en classe de Langue étrangère, à quoi bon ?

O texto literário em aula de língua estrangeira, para que?

Abstract

This article explores two intertwined perspectives, on the one hand, the question of the writer’s knowledge and his slips in the work and how this knowledge, mediated by literature and its teaching, particularly in foreign language classes, ends up producing work material on cultural and intercultural representations. The second axis re-addresses the issue of the literaturization of pedagogy and the pedagogization of literature, but from the perspective of feeding the hypothesis of an esthetic paradigm in education, which takes advantage of feeding the hypothesis of an aesthetic paradigm in education, which takes advantage of art, both in its productive and receptive regime. Both perspectives feed the thesis of the centrality of the use of literature, without mischaracterizing it by excessively structuralist or didactic approaches. Il is about exploring what literature tells us about a culture that cannot be expressed by other disciplines.