⟪ What is your vision of poetry? ⟫: crossed conceptions of contemporary Quebec poets and secondary school teachers

The authors of the article aim to understand how the conceptions of social practices can contribute to the reshaping of a teaching object. Specifically, they focus on the "poetry" object. They undertook a content analysis of the discourse of 32 contemporary Quebecer poets compared to that of 20 secondary school teachers to identify the complementarities and distinctions in their conceptions. At first glance, there are some common aspects where poetry is associated with work on language, self-expression, represented worldviews, and dimensions of aesthetic experience. However, the justifications provided by teachers and poets to describe these common aspects differ in several ways. The findings suggest the potential for redefining poetry as an object of teaching. This could begin with the didactic transposition of knowledge, fostering a more experiential and creative approach to poetry, as advocated by poets. This approach complements the cognitive dimension dominant in teachers' conceptions.