The work of the french as a foreign language teacher: a study on the relationship between prescriptions and what the teachers say about their work

This article aims to discuss the relationships between the documents that guide the work of French teachers and what teachers themselves say about their teaching activity. The theoretical framework that underlies the discussions is that of Sociodiscursive Interactionism (BRONCKART, 2008), as well as theories that help in the understanding of work, such as Ergonomics of Activity (SAUJAT, 2004) and Clinic of Activity (CLOT, 2008). The understanding of the relationship between the documents and the teaching activity will be through the analysis of written texts (documents) and oral (interviews)