Écrire dans le cadre d'ateliers philosophiques avec des élèves de cycle 3. Le cas de la problématisation

Abstract

de l’émergence didactique philosophique. d’une telle didactique de philosophique 3 Il s’a rendre compte d’un dispositif mis en place dans une classe de cycle 3, auprès d’élèves de CM1/CM2, qui les amène à écrire des questions à visée philosophique et à interroger ces questions pour les rendre problématiques. Mots-clés : ne pas renseigner (indexation ultérieure faite par la revue) Abstract Philosophical practices with students, which today have their own didactics, mainly refer to oral practices. Yet, writing is fundamental for the emergence of rational thought and for learning in general. Moreover, the mode of teaching/lear-ning and the evaluation of philosophy in the Terminale class are written. If we are to follow this institutional perspective, then we must recognize the importance of the emergence of a didactic of philosophical writing. This article is part of a doctorate in educational sciences dealing with the conditions of possibility of such a didactic of philosophical writing in cycle 3 (end of primary schools, beginning of secondary school). The aim here is to report on a system set up in a cycle 3 class, with CM1/CM2 pupils, which leads them to write questions with a philosophical aim and to question these questions in order to make them problematic.