Teaching And Learning Of Fle From Literary Texts In The ‎moroccan High School Between Say Didactique And Doing Political, Social And Economic

Abstract

According to the development of FFL methodologies, the literary text has had various fortunes: ‎first sanctified in traditional methodology, then ignored and trivialized in audio-oral and audiovisual ‎methods. Finally, it tends to regain a justified place in the classroom with the advent of communicative ‎approaches and the action perspective.‎ From the last observation, we will try in this article to ask and, consequently, to answer the following ‎central question: the change of the place of the literary texts in the official documents governing the ‎teaching and learning of the FLE in the Moroccan high school is it due to the renewal of didactic ‎approaches or to other reasons historical, political, economic, ideological, social…?‎