Résumé:
Following the complete overhaul of teaching of French in the compulsory cycle, the
place of the playful activity (source of pleasure and motivation for the pupil). This thesis
focuses on its place (playful activity) in primary and middle school official curricula and
texts books. The status of playful activity has raised many questions regarding its inclusion
and use in the teaching –learning process of the F.F.L, whether from teachers on the
compulsory cycle who have mixed representations or tutors trainers inspectors and ENS
teachers devided between the recommendation of its integration in class, or the refusal not
to say complete rejection.
The objective of this study is to elucidate its status and representations, see the
attitudes and reactions to its use in class and observe of the degree of its continuity and
rupture between primary and middle school.
To determine its status and refine our research work we proceeded with a survey
made up of questionnaires addressed to three different audiences: trainers (54), teachers
(140) as well as students (383).
We have also analysed the fifth year primary school texts books and three year of the
middle (1st, 2nd, and 4th) which turned out to be a didactic tool containing as much play as
that at middle school. A finding that we did not expected before getting started in that
survey.
