{"id":1303,"date":"2016-11-18T16:01:49","date_gmt":"2016-11-18T15:01:49","guid":{"rendered":"https:\/\/blogs.univ-tlse2.fr\/enseigner-la-geographie\/?page_id=1303"},"modified":"2018-08-24T18:53:55","modified_gmt":"2018-08-24T16:53:55","slug":"geographie-et-litterature-de-jeunesse","status":"publish","type":"page","link":"https:\/\/blogs.univ-tlse2.fr\/apprendre-la-geographie\/geographie-et-litterature-de-jeunesse\/","title":{"rendered":"G\u00e9ographie et litt\u00e9rature de jeunesse"},"content":{"rendered":"

CAVAILLE Fabienne, 2016, \u00ab Que peut la fiction pour la g\u00e9ographie ? Le r\u00f4le de la litt\u00e9rature de jeunesse dans les apprentissages \u00bb, Annales de g\u00e9ographie<\/em>, n\u00b0 709-710, p. 246-271.<\/a><\/strong><\/span><\/p>\n

\u00ab\u00a0What can fiction do for geography ? The contributions of children\u2019s literature in learning ?\u00a0\u00bb<\/strong>
\nAbstract : Fictional children\u2019s literature provides knowledge and modes of understanding that allow teaching\/learning of a subjective geographical approach to the real. This programme- article explores the fictional narrative characters and in particular the specificities of fictional children\u2019s literature (novels and picture books). Fictional narratives, as experiment in thought, offer readers possible worlds and worlds crossed between imagination and reality. The wide scope of children\u2019s literature gives the opportunity to discover a rich spatiality and geographicity. Three children\u2019s novels from L. Sep\u00falveda are analysed as an example ; they are pertinent as \u201crealistic fiction\u201d and as having a perspective of \u201cmarvellous realism\u201d.
\nKeywords : fiction, children\u2019s literature, possible worlds, reading, learning geography, spatiality, geographicity, real, (marvellous) realism, L. Sep\u00falveda.<\/p>\n

 <\/p>\n

CAVAILLE Fabienne, 2016, \u00ab\u00a0(Ap)prendre la g\u00e9ographie par les sentiments\u00a0: l\u2019apprentissage d\u2019une g\u00e9ographie sensible \u00e0 partir des \u00e9motions litt\u00e9raires\u00a0\u00bb, Carnets de g\u00e9ographes<\/em>, n\u00b0 9, septembre 2016, 22 p.<\/a>
\n<\/strong><\/span><\/p>\n

Introduction\u00a0 –\u00a0\u00a0Geographical feelings, literature and learning –\u00a0A epistemo-didactic frame –\u00a0 The feelings in the experiences of reading\u00a0 –\u00a0The work on the geographical feelings in situation of learning\u00a0 –\u00a0\u00a0Conclusion<\/p>\n

 <\/p>\n

CAVAILLE Fabienne, 2017, \u00ab\u00a0De l’arbre au paysage d’arbres. Une proposition de sensibilisation des enfants \u00e0 partir d’albums de jeunesse\u00a0\u00bb, Projets de paysage<\/em>, 30 juin 2017.<\/a><\/strong><\/span><\/p>\n

\u00ab\u00a0From the Tree to the Wooded Landscape.<\/strong>
\nProposed Awareness Building for Children Using Albums\u00a0\u00bb
\n<\/strong>Abstract : This article presents a project for building the awareness among children for tree landscapes based on children’s books. A reading programme including three realistic fiction albums is considered. The first album immerses the young readers (aged 6 to 10 approximately) in the world of trees, a reassuring living environment. In the second book, the tree represents an invitation to climb upwards thus making tree landscapes objects of aesthetic and scientific interest. In the third album, the readers discover a landscape in which trees have different functions interrelated with important socio-economic systems and social problems. In the reading programme, tree landscapes appear through the meanings and actions of individuals. The main contemporary points of entry into the landscape (ecological, sensitive, aesthetic and socio-political) can thus be introduced to children.<\/p>\n","protected":false},"excerpt":{"rendered":"

CAVAILLE Fabienne, 2016, \u00ab Que peut la fiction pour la g\u00e9ographie ? Le r\u00f4le de la litt\u00e9rature de jeunesse dans les apprentissages \u00bb, Annales de g\u00e9ographie, n\u00b0 709-710, p. 246-271. \u00ab\u00a0What can fiction do for geography ? The contributions of children\u2019s literature in learning ?\u00a0\u00bb Abstract : Fictional children\u2019s literature provides knowledge and modes of … Continuer la lecture de G\u00e9ographie et litt\u00e9rature de jeunesse<\/span> →<\/span><\/a><\/p>\n","protected":false},"author":203,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-1303","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blogs.univ-tlse2.fr\/apprendre-la-geographie\/wp-json\/wp\/v2\/pages\/1303","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.univ-tlse2.fr\/apprendre-la-geographie\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.univ-tlse2.fr\/apprendre-la-geographie\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.univ-tlse2.fr\/apprendre-la-geographie\/wp-json\/wp\/v2\/users\/203"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.univ-tlse2.fr\/apprendre-la-geographie\/wp-json\/wp\/v2\/comments?post=1303"}],"version-history":[{"count":17,"href":"https:\/\/blogs.univ-tlse2.fr\/apprendre-la-geographie\/wp-json\/wp\/v2\/pages\/1303\/revisions"}],"predecessor-version":[{"id":1717,"href":"https:\/\/blogs.univ-tlse2.fr\/apprendre-la-geographie\/wp-json\/wp\/v2\/pages\/1303\/revisions\/1717"}],"wp:attachment":[{"href":"https:\/\/blogs.univ-tlse2.fr\/apprendre-la-geographie\/wp-json\/wp\/v2\/media?parent=1303"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}