Quelle place pour la « lecture » d’images en classe de français ?

État des lieux des représentations, valeurs et obstacles à dépasser

Abstract

This article examines the didactic role of the image in French language education, questioning the epistemological, institutional, and theoretical resistances that have historically hindered (and, in practice, continue to hinder) its autonomous integration. It aims to demonstrate the significant influence of mental representations shaped by iconographic motifs, which impact the values attributed to images. Although the image has been increasingly integrated into French courses since the 1970s, it still raises methodological, hermeneutic, and conceptual questions: To what extent can the image be introduced into French curricula without crossing bold boundaries that redefine disciplinary limits? What types of images should be prioritized, and for what purpose? What obstacles hinder the use of images in French class? How should the diversity of possible interpretations be managed? And what specific skills are developed through the study of images?

Drawing on historical and pedagogical analysis, this study explores how recent theoretical and practical shifts influence the current educational approach to images in schools. It argues that, beyond its often reductive illustrative function, the image can play a central role in fostering critical thinking and analytical skills, both aesthetically and semiotically. This perspective paves the way for a redefinition of the educational framework, where images hold a more balanced position in the curriculum, enabling students to more effectively navigate between different visual and textual languages.