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Abstract

Through an analysis of the teaching work, we examine the regulation activities that arise in the didactic flow. We try to understand them as gestures of regulatory intervention of the teachers: fundamental gestures to drive a conceptualization of objects of knowledge, a stake in a learning game. The ergonomic approach and professional didactics allow a characterization of these regulations based on pragmatic judgements. The latter offer a strategic reading of the teaching work, forming a basis for reading and directing the teacher’s activity. Thus, regulation and secondarization seem to us to be major organizers of teacher activity, since forming a reflective subject is a major challenge.

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