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            <title xml:lang="en">Literary reading in class to prepare students for an uncertain future</title>
            <title xml:lang="fr">Lecture littéraire en classe pour préparer les élèves à un futur incertain</title>
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                <title xml:lang="en">Literary reading in class to prepare students for an uncertain future</title>
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                <title level="j">Revue Phronesis</title>
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              <p>Our study proposes an analysis of the traces of the comprehension process (debates, pupils’ writings) during accompanied reading in class. This sequence conducted with eight- to nine-year-old pupils focuses on a picture book that addresses socially acute questions. The teacher works with her class on different visions of the future in an uncertain world by means of a problematizing investigation. This work of comprehension-interpretation-appreciation aims to enable the pupils to appropriate the text with its specificities (absurdity, character development, a message calling for critical thinking) by leading to a rhetorical reading that brings together epistemological and axiological dimensions.</p>
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              <p>Notre étude propose une analyse des traces du processus de compréhension (débats, écrits des élèves) lors de la lecture accompagnée en classe. Cette séquence menée auprès d’élèves de huit à neuf ans met au centre un album qui aborde des Questions Socialement Vives. L’enseignante travaille avec sa classe différentes visions du futur dans un monde incertain au moyen d’une enquête problématisante. Ce travail de compréhension-interprétation-appréciation vise à ce que les élèves s’approprient le texte avec ses spécificités (l’évolution du personnage, message appelant à l’esprit critique) en aboutissant à une lecture rhétorique qui articule dimensions épistémologiques et axiologiques.</p>
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