"Exploitation/Didactisation du texte littéraire " le conte

Abstract

Abstract

The fairy tale is widely regarded as one of the richest and most polysemous literary genres due to its lexical and syntactic richness. It is also considered an attractive pedagogical resource for learners because of its imaginative and fantastic dimensions. Its use in language teaching and learning can stimulate learners' interest and enhance their engagement. However, certain fairy tales should be taught with caution because of the cultural messages they convey. Since these cultural references often originate from contexts different from that of Algerian learners, they may create confusion or cultural misunderstanding.

This raises several important questions: Is the fairy tale always an ideal didactic resource for children? Does it invariably provide linguistic and cultural enrichment appropriate to the learner's age? Is the didactic adaptation of these texts—through modifications such as changing the names of characters or other peripheral details—sufficient to ensure effective teaching and learning? Conversely, does neglecting the didacticization of fairy tales expose learners to undesirable educational outcomes?

This article seeks to address these questions by examining the didacticization of fairy tales from the perspective of cultural values. To illustrate this issue, it analyzes Charles Perrault's Little Thumb (Le Petit Poucet) as a case study.