Aids prevention education has entered the life and earth sciences (SVT) classes of secondary school in Gabon by government decree. From one day to the next, teachers and teachers have had to deal with this issue, which, like all socially vivid issues and ‘education to’, means not just disciplinary action, but opening up to other forms of knowledge and more participatory educational approaches. How did they adapt to this new educational reality? Drawing on the perspective of symbolic interaction and the problem of the report on knowledge, I explored, in four collective interviews, the views of 20 teachers and teachers on the subject. The analysis, which combined a thematic approach to content with a conversational approach, shows that these actors and actors, far from confining themselves to their own disciplinary identity, adopt a variety of postures, ranging from disciplinary to multi-referential approaches. They take into account in their educational practices, in addition to biomedical knowledge, knowledge of the local environment (its customs, habits and social practices) and the life situations of young people (poverty, male domination, prostitution, etc.), thus forming part of institutional constraints, such as prescribed content and teaching time. However, the teaching approaches adopted, given the urgency of the situation and the multiple societal challenges, tend to erode, or even upset, students to adopt behaviour that protects them rather than also to develop a critical relationship with regard to ambient social conceptions and practices and life skills to act on them. Hence the relevance of providing these teachers with the opportunity to get involved in critical AIDS education.