000			01739cam a2200313 4500500
005			20250121121924.0
041			_afre
042			_adc
100	1	0	_aClaude, Marie-Sylvie _eauthor
700	1	0	_a Rayou, Patrick _eauthor
245	0	0	_aChildren’s fiction, students’ fiction. Encounters with contemporary sculpture in the first year of secondary education
260			_c2021.
500			_a2
520			_aWhile all children can express themselves, each in their own way, as active and creative receptors of artworks, students with socially contrasting profiles can be found to be unequally competent in this area. This article shows this through a survey of two classes of pupils in their first year of secondary education who were discovering the modern and contemporary sculptures in the Tuileries gardens. What they say about the works, studied in the light of two intersecting theoretical supports, one from the research in didactics, and the other from the sociology of learning, enables us to better understand what can be difficult for some of them, when they are at school, and more precisely in their French lessons.
690			_aoral skills
690			_acomparative analysis
690			_asocial inequality
690			_acultural pluralism
690			_aart education
690			_awritten skills
690			_aoral skills
690			_acomparative analysis
690			_asocial inequality
690			_acultural pluralism
690			_aart education
690			_awritten skills
786	0		_nRevue française de pédagogie | o 212 | 3 | 2021-12-02 | p. 19-30 | 0556-7807
856	4	1	_uhttps://shs.cairn.info/journal-revue-francaise-de-pedagogie-2021-3-page-19?lang=en&redirect-ssocas=7080
999			_c555400 _d555400