La parole aux valeurs ! Constructions identitaires et discours officiels

Résumé (en anglais)

A quantitative survey carried out with teachers of FFL in the public secondary school from Greece has revealed the setting up of teaching and didactic practices linked to personal as well group values. These values, being issued through experiences lived directly by the individual, in emotional and cognitive contact with key-people and within a socio-cultural frame, clash with norms issued by the current socio-cultural and pragmatic frame. This act appears, in some cases, as a "habit" which is built in absence of a specific training, while in other cases, it appears as a "vision of the world" in spite of this and vice versa. Being a priori registered within the field of continuing education of language teachers, this paper promotes an individual and collective reading of the official texts aiming at bringing to light the obvious values as well as those underlying values which are included as fundamental constituent elements. Such a "personification" of the teaching and didactic approaches could open a track of discursive interactions and especially an emotional track between the participants. A juxtaposition of their individual and/or collective trajectory would be favourable to set in words apprehended and felt values, identifications, rejections and doubts, and consequently could open a debate with a view to an awareness-raising as well as to a redefinition of teachers' personal values. To logocentric nature of official texts and discourses, here we oppose a phenomenological and anthropological approach (identity) that brings into play the say and say nay of the practitioner-subject. We examine the origins of teaching "conformity" in terms of didactics in order to provide new hermeneutical dimensions to institutional and social demands and to equally pave the way for their implementation.