Les Enjeux Didactico-pédagogiques Entre Littérature Et Interculturalité Dans L’enseignement/apprentissage Du Fle Au Moyen Algérien

Résumé: This thesis attempts to answer the following question: What didactic and pedagogical issues would encourage the learning of intercultural competence through the literary text in Algerian medium? Our ambition, through this research, consists in identifying the stakes which are at the origin of the implementation of an intercultural approach applied to the literary text by Algerian means. We started from the following basic postulates: -Situating the literary text in an intercultural perspective would encourage the learner-reader's initiation into otherness. -In French textbooks by means, the literary text continues to serve as a pretext for functionalist and linguistic learning rather than constituting a privileged field for intercultural mediations and the encounter of otherness. -The teachers are poorly trained to promote intercultural didactics of the literary text. After observing the procedures followed as well as the activities proposed by the official programs for the educational exploitation of the literary text, we took three paths: the analysis of the interpretative and explanatory procedures of the literary texts borrowed from the genres (the autobiography, the fairy tale, fable and fiction) and the analysis of the four textbooks in use in the medium. The analyzes carried out allowed us to highlight some of the modalities of the relationship between "me" and the other by reading literary texts. They also bear witness to the difficulties encountered in reconciling the sometimes contradictory objectives assigned to the study of texts.

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