Abstract

Despite the growing autonomy of schools in the school systems of developed countries and the increase in the educational prerogatives of head teachers, the latter, particularly in France, have a relatively weak legitimacy to regulate and transform the teaching practices of teachers. Faced with this difficulty, they are regularly obliged to implement detour strategies in order to create the conditions for pedagogical change within the institution. In this article, we will show, through a qualitative study carried out in a French secondary school, how the management team took advantage of the margin of maneuver left by the institution to experiment an innovative evaluation device without note. This experiment gave the school principal the opportunity to enroll, interest and temporarily stabilize a network of school actors (teachers and other staff) around local issues and mobilize them Transform teaching practices. The data collected were analyzed from the characteristics of the translation process theorized by Callon (1986)