Sentiments related to literary knowledge : transaction of words and values construction at elementary school and corpus analyses
Teachers use words to mediate between literary works and their pupils. How the expression of aesthetic emotion contributes to build literary knowledge ? What is the relation between sentiments and the construction of values ? This study is based upon a corpus of three oral and written productions collected at the end of primary school in France (7th grade). In this article, we focus on the discursive repeats which emerge from the interpretative debate. The building of meaning, elaborated by the teacher and the pupils in a cooperative process, allows us to examine the building of values and knowledge.