Résumé
Teaching literature is, according to the Ministry of Education, one of the fundamentalmissions of the school. Indeed, there are many issues at stake: acculturation, empowerment, fostering a taste for reading, and the acquisition of reading skills. In this way, we have decided to focus on how teachers implement their literature teaching sessions to achieve all these objectives. Thus, we have come to wonder in what ways the different conceptions of teaching literature, at play within these teaching practices in Cycle 3 (handled by primary school teachers in CM1/CM2 classes and by specialist literature teachers in sixth grade), can impact students' personal development and theirrelationship with literature. For this study, we chose to work on the figures of the hero and the monster, emblematic and ubiquitous characters in children's literature recommended by institutional texts for study. In the theoretical framework, we were interested in several points, including the modalities of teaching literature in Cycle 3, the question of the character's effect on students, as well as the presence, in these materials, of a dichotomy between stereotyped characters. We came to the conclusion that itseemed essential, to observe how teachers grasp these conceptions and how students perceive them, to go into classrooms to analyze effective practices and their effects on students. Thus, our methodology focuses on four types of teachers (novices, experienced, primary school teachers, or secondary school teachers) whom we asked to organize a literature teaching session on an ambiguous hero figure: that of the Beast from the text "Beauty and the Beast" by Madame Leprince de Beaumont. Before the session, questionnaires were sent to the teachers and students to learn more about them, their background, or their relationship with literature teaching. The sessions were all recorded on video to be analyzed afterward and to allow for comparison of theeffective practices of each of our research fields. Self-confrontation interviews are also offered to these teachers so that they can explain and comment on their practices. We also selected three different reader profiles among the students in these teachers' classes to interview them about their personal reading practices, their school practices, and finally to measure the effects produced by the session on "Beauty and the Beast".This study allowed us to understand that the effective practices of teachers, through the chosen objectives, selected skills, favored approaches, activities, devices, intertextuality, explanation, the use of ICT implemented, the space left to the student, or even the construction of the envisaged monster figure, are all dissimilar. Indeed, while we notice recurrences on certain points between primary school teachers versus secondary school teachers, or between novice teachers and experienced teachers, we cannot say that these teachers follow a predefined template. Thus, literature teaching, for each of the teachers, depends on intrinsic motivations and stakes, according to objectives theywish to impart to their students. And, in response to these differences in practices, students respond with different reception depending on the classes. We notably observed that the Beast's accession to hero status strongly depends on the teacher's treatment of this figure. However, it seems that students are particularly receptive to the ethical questions raised by literature, and that the axiological role is decisive in their reading of a character. It therefore appears that literature teaching influences thestudent's conception of the object under study.