Adhésion/transgression des stéréotypes de sexe dans un album de jeunesse: analyse en lecture offerte

HAL Id: halshs-01206596

https://halshs.archives-ouvertes.fr/halshs-01206596

Submitted on 13 Jul 2017

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Adhésion/transgression des stéréotypes de sexe dans un

album de jeunesse: analyse en lecture offerte

Séverine Ferrière, Christine. Morin-Messabel

To cite this version:

Séverine Ferrière, Christine. Morin-Messabel. Adhésion/transgression des stéréotypes de sexe dans un album de jeunesse: analyse en lecture offerte. Psychologie et Education, AFPEN, 2013, 1. �halshs-01206596�

ABSTRACT

There are still as many researches on the matter of gender identification in our society in general – and in educational contexts in particular – that all come to the same observation: an early socialization of children lead both boys and girls to behave in line with today’s social genderized norms that can be found in the media of socialization – such as books for the young. Over the past ten years, some new publishers have launched books telling stories based on rather non-tradional situations, and then going against books that play on stereotype. From the viewpoint of psychosocial and developmental theories on the building of gender in infancy, we studied the effects of those books within the framework of free reading in nursery school. The observation of an effect opposite to the expected one questions how those books impact the building of children. It strengthens the importance of books that play neither on stereotypes nor on counter-stereotypes, since both kinds are eventually no different in terms of representation rigidity among young children. Lastly, it questions the training and awareness of both male and female primary school teachers.

Keywords: gender, stereotype, literature for the young. RÉSUMÉ

Les recherches et observations sur les questions de genre dans la société en général, et particulièrement en contexte éducatif, ne faiblissent pas et décrivent un même constat : une socialisation précoce des enfants qui conduit les garçons et les filles à adopter des comportements conformes aux normes sociales genrées actuelles, « explicitées » par les objets de socialisation tels que la littérature de jeunesse.

À contre-courant des albums jouant sur les stéréotypes, on observe depuis une dizaine d’années l’apparition d’éditeurs proposant des albums dits « contre-stéréotypés », où les histoires jouent justement sur l’inverse des situations plutôt « traditionnelles ».

Au regard des théories psychosociales et développementales dans le domaine de la construction du genre dans la petite enfance, nous avons observé les effets de ces albums, qui jouent sur des modèles allant à l’encontre des stéréotypes, dans le cas de lectures offertes en grande section de maternelle.

On observe un effet inverse à celui escompté dans le discours des jeunes enfants. Cela pose alors la question de l’impact de ces albums dans la construction de l’enfant, et confirme l’importance de proposer des ouvrages ne jouant ni sur les stéréotypes ou contre stéréotypes, qui ont finalement le même effet en termes de rigidité des représentations chez les jeunes enfants. Enfin, cela interroge la formation et la sensibilisation des Professeur(e)s des Écoles.

Mots-clés : genre, stéréotype, littérature jeunesse.

Séverine Ferrière MCF Sciences de l’Éducation, IUFM d’Angers Christine Morin-Messabel MCF Psychologie Sociale Université Lyon 2 ADHÉSION/ TRANSGRESSION DES STÉRÉOTYPES DE SEXE DANS UN ALBUM DE JEUNESSE : ANALYSE EN LECTURE OFFERTE Adherence/ transgression of sex stereotypes in a book for the young: analysis based on free reading

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