Resumen

TAUVERON, Catherine. A escrita "literária" da narrativa na escola: condições e obstáculos. Educ. Rev. [online]. 2014, n.52, pp.85-101. ISSN 0104-4060.

ABSTRACT The conceptual background of an action-research, "Literary" writing of narratives at school" undertaken at the National Institute for Pedagogical Research in Paris is presented. This study, which followed another one about literary reading at school, links literary reading to literary writing and proposes the necessity of establishing an aesthetic relation between the student writer and readers from the class. There is an aesthetic relation when the student writer, as an author, feels authorized by the classmates to develop a singular artistic intention and when the student readers who are devoid of an "orthopedic" perspective consent to read the texts of peers as if reading literary texts, adopting an aesthetic attention susceptible to reveal and bear singular aesthetic intention. The concrete pedagogical conditions that foster aesthetic relations are postulated. At a second moment, the elements that set up obstacles to both the legitimacy of the author attitude in class and the implementation of the previous action are presented, supported by a previous descriptive and qualitative research on the representations of writing and of student skills, the evaluation criteria and the writing/rewriting skills of 30 "ordinary" elementary and high school teachers. Such obstacles should be considered in continuous educational actions for teachers.

Palabras clave : Fictional Narrative; Author Attitude; Artistical Intention; Aesthetic Attention; Orthodoxy/Heterodoxy.

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