De la promenade comme itinéraire d'apprentissage en littérature de jeunesse

This article proposes to analyze the function of land and aerial walking in Le petit garçon qui avait envie d'espace by Jean Giono. Crucial and constantly present throughout the story, the walking pattern will give us the possibility to wonder where the story leads the young hero but also his adult alter ego: Giono himself. Our study will be essentially stylistic. As far as the methodology is concerned, we are mainly indebted, to a large extent, to the poetics of Gaston Bachelard, who takes the form of reading and writing-walking and produces dynamic reflection. Thus, the study of the chosen text will also refer to other works by Giono such as Jean Le Bleu and Le voyageur immobile and to those of other youth literature writers such as Lewis Carroll. Building series by the game of neighborhoods and echoes, we will try to approach Giono's fascination with the bush routes, the great outdoors and the airways, necessarily initiatory, which lead to them. Cet article se propose d'étudier la fonction de la promenade terrestre et aérienne dans Le petit garçon qui avait envie d'espace de Jean Giono. Centrale et présente tout au long du récit, nous nous demanderons notamment où elle conduit le jeune héros mais aussi son double adulte : Giono lui-même. Notre étude passera d'abord par une analyse stylistique du récit de l'auteur. En ce qui concerne la méthodologie, nous tenterons de nous départir d'une démarche tenant à la fois de la lecture et de l'écriture-promenade, productrice de réflexion dynamique. Ainsi, l'étude du texte choisi se fera aussi en référence à d'autres œuvres de Giono et à celles d'autres auteurs ayant écrit à destination de la jeunesse. En construisant des séries par le jeu des voisinages et des échos, nous tâcherons d'approcher la fascination de Giono pour les itinéraires buissonniers, les grands espaces et les voies aériennes, forcément initiatiques, qui y conduisent.

A “escola para todos” e a difusão do ensino de arte: sobre as fontes de informação acerca da escola e do objeto artístico/ The School for All and the Art Education Diffusion: About the sources of information about the school and the art object

Neste artigo levantam-se questionamentos sobre as diversas formas de participação social na escola regular. Propõe-se o ensino de Arte como forma de reflexão dinâmica por meio da análise e fruição significativa de seus objetos. Ressalta-se a importância de uma maior participação da sociedade frente aos novos desafios de uma escola para todos. Enquanto processo de ensino, é também reconhecida a necessidade de adequação didática de objetos de estudo aos contextos em que ele se inserem. Ressalta-se o ensino de Arte como forma de conhecimento relevante na formação humana. A discussão é baseada em autores como Macedo (2005), Morin (2001a; 2005), Gompertz (2013), entre outros. ABSTRACTThis article focuses on the presentation of art education as a form of dynamic reflection by analyzing and meaning full enjoyment of their objects. It emphasized the importance of greater participation by society forward to the new challenge sofa school for all. While teaching process, recognizes the need for adequate teaching of the subject matter the context in which it is situated, it is therefore possible to speak of a teaching Art as an important content in the human formation. The discussion is based on the authors as Macedo (2005), Morin (2001 a, 2005), Gompertz (2013), among others.