Reading instruction and knowledge appropriation by didatic of subjective reading in nul poissom où aller (2006), by Marie-Francine Hébert

Abstract

This article presents the didactic of the subjective reading from the teaching work about the children’s book Nul poissom où aller, by Marie- Francine Hébert, 2006, that integrates the collection of National Library Program at School (PNBE). We depart from the didactic of the subjective reading, implemented in France in early XXI century, and the proposed work plan with Nul poissom où aller, by Marie – Francine Hébert, 2006, emphasizing the grasp of literary knowledges by the daily reading writing in the classroom. We start with the theme “social conflict”, in order to aim possibilities in teaching to read literature in the classroom, for classes of 6Th grade at elementary school II, through the elements that reveals the reader’s subjectivity and its esthetics competence (Rouxel 2014: 28). The work is justified by the subjective reading being inserted in the constructive way in the act of reading, as a contextual, socialcultural and identity issue of the reader in training. (Jouve 2013; Petit 2008).