Problematization in the Elementary History Class: Two School-Based Examples
Historical accounts taught in schools are generally not problematized to any extent. The actualization of learning sequences during collaborative research on debates involving French-language and history didacticians as well as the classroom teacher was an opportunity to think about optimal times for discussion. Three extracts from the corpus illustrate questions developed by pupils from situations conceived for this purpose. The length of the exchanges and the attention given to discursive processes that gradually led to the development of topics of discussion elucidated the language and argumentation proficiencies of the pupils and the role of the teacher in the construction of the initial problem as well as in the capacity to bring about and accommodate the questioning of historical concepts.