The Axiological Dimension in the Study of Literary Works in the Qualifying Cycle Between Possibility and Difficulties of Implementation

Abstract

According to the Pedagogical Guidelines (July 2007) for qualifying secondary education, the teaching of the French language is done through three inputs: entry through skills, actional entry, and entry through values. While the first and second entries are of particular interest, the third remains vague insofar as its field of investigation is thorny and impossible to define in terms of didactic implementation. The aim of this chapter is to highlight the various reasons justifying the didactic and docimological ambiguities regarding the implementation of the axiological dimension in the study of literary works programmed in the qualifying cycle, in particular, on a theoretical basis and according to a sample collected and analysed from 50 French-language teachers.