Writing in the classroom: Reflexivity, resumption and the “rest”
In this article, we have chosen to isolate the notion of reflexivity of language in the work of Frédéric François, as a particular form of dialogue and dialogism. After explaining how we understand it in Frédéric François, we will present the results of research (Boré et al., 2015; Boré and Calil, 2015; Boré, 2017) on the manifestations of a reflexive dialogism in the production of writings (autodialogism) in two school situations in the 1st and 2nd years of the first primary cycle (pupils aged 6 and 7). We will show the implicit and unnoticed character of this reflexivity at school, that is called the “rest” by François.