Abstract EN:

Today, numerous teachers find themselves unable to transmit their messages to their pupils. Sometimes even everyday practicalities present insuperable difficulties. The pupils, whether "good" or "poor" are a source of disorder in the classroom : they are disruptive. The application of ethnographic methods within schools (both primary and secondary) and more particularly in the classroom itself, has enabled us to gain a more intimate insight into the workings of school life, far beyond that presented by traditional descriptions. Thus, we describe the malaise in the teachers pupils relationship from an ethnographic and interactionnist angle, and brighlight the contribution ethnography can make to the improvement of educative practice.