ABSTRACT
A more explicative mechanism of the knowledge's functioning takes place through the concept of reflecting abstraction. The central project of Jean Piaget, anchored in epistemology in a possible parallelism between the history of scientific knowledge and the individual evolution of the mind, dimensions that appear clearly in the study of the mind in actions, rather than in the construction of the structures themselves. In the context of teaching and learning embedded by didactic researches, a question arises concerning the role of meanings or rather the role of sense to be built between the partners of knowledge acquisition. From an operational point of view, the studied object of didactic microgenesis amounts to studying the zone of co-construction of formal knowledge when it contextualizes in the classroom, involving both the teacher and the students. To consider the alternance between process and state is central for the study of teaching–learning processes of knowledge acquisition.
