La problématique de notre recherche a été définie à partir d’un constat : le travail d’écriture, en particulier celui des apprenants non francophones natifs de niveau avancé, ne peut être réduit à l’application des règles de construction des différents types de textes. A partir des exigences du CECR, nous avons mis en place des exercices d’écriture sous contraintes oulipiennes [écrits d’imagination] et des exercices d’écriture scientifique afin de comprendre les améliorations possibles de l’apprentissage de l’écriture, dans le cadre de la didactique des langues,de la sociologie et des sciences de l’éducation.Le recueil de données s’est effectué à l’Université de Technologie de Compiègne [UTC]. Nous avons choisi une classe de 18 étudiants et nous avons travaillé à partir de deux types d’enquête : une enquête sur les représentations que les étudiants-ingénieurs se font de l’écrit pour montrer comment, par le lien symbolique qu’elles instaurent entre l’environnement social et le monde mental, elles facilitent une écriture autonome en favorisant l’accès à l’imagination. La mobilisation des opérations cognitives en jeu dans la pratique des écrits d’imagination et des écrits scientifiques a fait l’objet d’une seconde enquête.Puis, à partir des résultats de ces enquêtes, et dans le prolongement des travaux fondamentaux réalisés en didactique du F.L.E à partir des années 1970, nous avons cherché d’une part à observer et à analyser le rôle actif de l’imagination, de l’imaginaire et de la créativité dans l’apprentissage de l’écriture et d’autre part à argumenter en faveur d’une réévaluation de l’imaginaire et de l’imagination dans la pédagogie. Enfin,pour réconcilier l’ensemble des apprenants avec l’écriture, pour modifier leur demande dans le sens d’une spécialisation dans l’écriture d’un type de texte fonctionnel, nous avons appréhendé l’écriture comme une activité circonscrite qui peut s’apprendre et s’exercer. Une activité dont les phases et les opérations peuvent être démontées et nommées comme la résolution d’un problème, en ayant recours à l’imagination pour construire l’apprentissage. / The topic of our research was defined by one assessment: writtenwork, in particular of non-native French speakers of advanced level, maynot be reduced to the mere application of the rules for different types oftext constructions. Based on the requirements of the CECR, weimplemented writing exercises under Oulipian constraints [fictionalwritings] and exercises of scientific writing in order to understand theextent of possible improvements when learning how to write, in the frameof didactics of languages, sociology and education research.The data has been collected in the Université de Technologie deCompiègne [UTC]. We have chosen a class group of 18 students andhave been using two types of investigations: one of the representations that the student-engineers have of writing, to show how, through the symbolic link they establish between the social environment and themental world, these representations facilitate autonomous writing andencourage imagination. The mobilisation of cognitive processes involvedin the practice of imaginative and scientific writings is the subject of thesecond investigation.Then, from these results – in the continuation of the fundamentalwork accomplished in the field of French as a Foreign Language didactics that started in the 1970s – we aim: i. to observe and analyse the activerole of imagination, the imaginary and creativity when learning how towrite, and ii. to point out the necessity of reassessing imagination and theimaginary in pedagogy. Finally, in order to reconcile all learners with thewriting process, to modify their demand towards a specialisation infunctional text writing, we have dealt with writing like a defined activity,which can be learned and carried out. Its phases and processes can bedemonstrated and appointed as in resolving a problem by means of imagination to build up the learning process.

Pesquisa prática que aborda o fazer teatral como instrumento da capacidade de tomada de decisões no coletivo no Centro Integrado de Educação de Jovens e Adultos. São discutidos aspectos tais como a função da educadora no contexto da escola e no processo de aprendizagem de leitura/escrita e os critérios utilizados para as escolhas teatrais. Na prática teatral percorro os jogos, técnicas de memorização de textos, o trabalho com o texto na mão e uma análise quantitativa dos diários de bordo desenvolvidos pelos educandos. O texto expõe a tessitura do pensamento de Paulo Freire, das escolas democráticas e suas influências no CIEJA-CL. Entre outras reflexões, conclui-se que, um caminho possível à educação é a concepção democrática de Pesquisa-Ação. / This paper deals with a practical research in doing teather as an instrument of decision taking by students at \"Centro Integrado de Jovens e Adultos ( Integrated Center for the Education of Young and Adults People). Aspects such as the role of the educator at school as well as the reading/writing learning process and the criteria used for choises in teather are discussed. Concerning practice at the teather, we deal with teather games, text memorization techniques, the work with the script in hands and the quantitative analyses of the \"daily development\" carried by the students. This paper is based the essence of Paulo Freire\'s thoughts as well as the democratic schools\' bases and its influences in the CIEJA-CL. Besides other reflexions, a good path for education is the democratic conception of Research-Action.

Pesquisa prática que aborda o fazer teatral como instrumento da capacidade de tomada de decisões no coletivo no Centro Integrado de Educação de Jovens e Adultos. São discutidos aspectos tais como a função da educadora no contexto da escola e no processo de aprendizagem de leitura/escrita e os critérios utilizados para as escolhas teatrais. Na prática teatral percorro os jogos, técnicas de memorização de textos, o trabalho com o texto na mão e uma análise quantitativa dos diários de bordo desenvolvidos pelos educandos. O texto expõe a tessitura do pensamento de Paulo Freire, das escolas democráticas e suas influências no CIEJA-CL. Entre outras reflexões, conclui-se que, um caminho possível à educação é a concepção democrática de Pesquisa-Ação. / This paper deals with a practical research in doing teather as an instrument of decision taking by students at \"Centro Integrado de Jovens e Adultos ( Integrated Center for the Education of Young and Adults People). Aspects such as the role of the educator at school as well as the reading/writing learning process and the criteria used for choises in teather are discussed. Concerning practice at the teather, we deal with teather games, text memorization techniques, the work with the script in hands and the quantitative analyses of the \"daily development\" carried by the students. This paper is based the essence of Paulo Freire\'s thoughts as well as the democratic schools\' bases and its influences in the CIEJA-CL. Besides other reflexions, a good path for education is the democratic conception of Research-Action.