The uses of children's literature and teaching of reading at C.P (Year 2 pupil) : historical and social context, social and cultural conceptions, cultural assumptions and inequalities in primary school

Au carrefour de la sociologie de la culture, des apprentissages et de l’enfance notre recherche mobilise des connaissances en histoire, en didactique, en sociologie au service de la sociologie des activités cognitives.Il apparaît que dans les années 1970, la réforme de l’enseignement du français entraîne un glissement paradigmatique concernant la lecture et son enseignement. Cette transformation des objectifs cognitifs et culturels a entraîné une modification des manières d’enseigner et des supports sur lesquels repose l’enseignement de la lecture. Parmi ces nouveaux supports apparaissent les albums de littérature de jeunesse. La littérature de jeunesse a progressivement intégré les programmes de l’Éducation nationale ce qui lui donne une véritable légitimité culturelle.Notre thèse cherche à comprendre comment la littérature de jeunesse et les albums sont devenus des supports d’apprentissage de la lecture dans certaines classes de Cours préparatoire (C.P). Ce travail vise à élucider les processus historiques, sociaux et culturels ayant amené à la scolarisation de la littérature de jeunesse et à son utilisation comme support pour enseigner la lecture. Il nous faut alors comprendre comment se sont articulés les différentes conceptions et les différents objectifs cognitifs et culturels concernant la lecture, la littérature et leur enseignement.Nous analysons ici les évolutions curriculaires et celles qui ont touché les albums entre 1923 et nos jours. Ensuite nous examinons quatre manuels utilisant la littérature de jeunesse pour apprendre à lire en C.P. Enfin nous étudions les pratiques d’enseignement de la lecture à partir de ces manuels, de huit enseignantes de C.P.At the intersection of sociology of culture and child-learning, while calling for historical knowledge (about school, reading and literature) and French didactic, the interest of this research lies in that it mobilizes the inputs of diverse scientific traditions at the service of sociology of cognitive activities. Apparently, in the 1970s, the reform of French language teaching conducts to a paradigmatic shift regarding reading and its teaching. This transformation of cognitive and cultural objectives led to a modification of teaching methods and of materials on which lies reading teaching. Among these new supports appear children's literature albums. Within school, one can note the promotion of a specific conception of reading that was before kept for the private realm. Children's literature albums progressively integrated the programs put forward by the National Education, which grants it cultural legitimation. This thesis seeks to understand how youth literature and its albums became, over decades, mediums of reading learning in some classes of French Year 2 pupil (C.P). This work aims at elucidating the historical, social and cultural processes that led to the “schooling” of of children's literature and its use as a support for teaching reading. It supposes understanding how different conceptions and different cultural and cognitive objectives have been articulated in literature and its teaching. These conceptions promote children’s literature as an instrument of training for the reader. Here, we analyze curricular evolutions and particularly those which influenced albums between 1923 and today. Next we examine four textbooks using children's literature to learn to read in C.P. Finally we study the reading teaching practices based on these text books of eight teachers