The literary text in Moroccan high schools
From the axiological dimension to the integration of life skills
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As indicated in the pedagogical guidelines, the teaching of the French language in the qualifying secondary cycle is based on two approaches: skills-based and values-based. While the first approach has been the subject of a great deal of didactic research, the second remains vague, insofar as the field of investigation is very thorny, if not impossible to define. As a result, the choice of this topic stems above all from certain concerns linked to this entry, which is simple in its meaning but highly complex in its cultural scope, since it calls upon all the elements of the related scale. A nu...
As indicated in the pedagogical guidelines, the teaching of the French language in the qualifying secondary cycle is based on two approaches: skills-based and values-based. While the first approach has been the subject of a great deal of didactic research, the second remains vague, insofar as the field of investigation is very thorny, if not impossible to define. As a result, the choice of this topic stems above all from certain concerns linked to this entry, which is simple in its meaning but highly complex in its cultural scope, since it calls upon all the elements of the related scale. A number of questions emanating from the school situation in which the teaching of French in Moroccan high schools is immersed, preside over our research: What happens to the status of values and CVCs when we shift our thinking to the Moroccan school context? What didactic approaches should we adopt to literary texts and their axiological stakes? What appropriative approaches should be mobilizedto teach values through literary works? What is the cultural profile of the Moroccan learner?
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