Narratives, dialogues and dialogism at school
This paper is part of an issue in which the different authors show how Frédéric François’ thought has nourished their analyses in the field of didactics of French as a native language. It explains how the dialogical notion of “movement” (of “continuity-displacement” or “resumption-modification”) in François’ sense plays a role in the circulation and renewal of discourses and knowledge, as well as in their appropriation. In order to clarify the way in which this notion of movement sheds light on what happens in teaching-learning situations at school, a few examples relating to two language activities (retelling and arguing) are given.