The Object "Literature" As It Is Taught in High School: Didactic Analysis of A Teaching Practice

French teaching in the Moroccan high schools is in crisis. From a particular point of view, the epistemological and didactical choices related to the teaching of literature, too centered on a formalist and technical approach of the literary text, do not really guarantee the possibilities for the subject-reader-writer to build themselves in and by the acts of reading and writing. In the light of these hypotheses, we will examine the construction of the object "literature" through a specific teaching practice by finding answers for the following questions: what conception of literature and what theory of reading-writing take shape during teacher-student interaction? What configuration or transformation of the object can be seen in this situation of didactic interaction? What articulations exist between the teaching postures of students' postures?