Vers une hégémonie lafontainienne: itinéraire de la fable ésopique illustrée dans la pédagogie française (1500-2020)

The corpus of Æsopian fables books has been taught to French children and teenagers for centuries. Yet little analysis looks at the production in its entirety. Therefore, within this corpus, I evaluated the relationship between the text, the images, and the educational purpose of various fable authors using 252 visuals, published between 1500 and 2020. Sources include picture books, board games, sheet music, posters, school materials, and even application software. All have in common the aim of pursuing or promoting an educational use of the fables. My research focuses on the role that illustrated fables play in French education.Through a sociological approach that features the concept of médiation littéraire, book history, literary analysis, the study of the layout of the books and intermedial analysis, I conclude that Æsopian fables are used as a social link between generations of French people.They became essential across primary schools in the mid-19th century. Before that, they were mostly intended for socially privileged children whose families could afford a secondary education.Regardless of the century, the illustrations which accompany fables play a role in the text’s adoption across French schools: they participate in the transmission of the genre and other kinds of knowledgeNWOMedieval and Early Modern Studie