L’image au coeur de l’ingénierie éducative : cas de la didactique des langues

Abstract EN

The notion of image, fixed or animated, is more complex in the field of language and culture didactics, and it has therefore become an important area of concern for all stakeholders in education theory, research, policy, and practice.

The reemergence of interest in the use of this notion is a good argument the renewal of the notion itself and its proper mode of operation.

In this sense, it has ceased to be merely an "analogous substitute for the world".

In this context of evolution, the image has become a text rather than simply a supporting analytical tool to the text.

Image, which had been a periphery of the writing civilization, has recently become a core subject matter of teaching and learning in educational engineering.

In this line of educational thought in practice, image education shifted from pedagogy through image to image pedagogy, focusing on learner’s reception and perception, which allows revisiting their reflection and thinking on knowledge.

This implies that teacher training on image analysis is fundamental for innovating of the dynamics of learning in ever-changing contexts.