چکیده (انگلیسی):

In this work, we pass from a behavioral conception that considers the teacher as the only source of information to a constructivist and even a semi-constructivist conception which focuses on the fact that the student is a real actor of the teaching-learning process. The objective is to study the semiotics of language interactions between pupils in Physical Education and Sport sessions and the power balance between girls and boys (Wallian, 2010). Discursive interlocutions of Tunisian pupils in handball are marked by a constant negotiation about domination and by a formulation of action projects (Zghibi, 2009). These language interactions have the advantage of deploying a rich and multifaceted rhetoric which is a sign of dynamic learning.