ABSTRACT
This chapter aims to present some of the key concepts of semiotic approaches to education, partly in relation to effective teaching practices. A contemporary instance of semiotic intuitions is the pedagogical practice designed by French teacher Frederique Landoeuer. The chapter analyses some aspects of her project from a semiotic and pragmatist perspective. It also shows that the practices that she developed combine several dimensions, namely, the semiotic, narrative, dialogic and rhetorical dimensions. Educational semiotics aims to investigate the semiosic dimensions of learning theories and of actual educational situations and practices. There is a semiotic richness, in Frederique's classroom, in terms of authors, historical periods and media. Following Peircean semiotics and pragmatics, a first essential concept is the triadic sign: semiosis is defined as a relationship between the three elements of the sign, representamen, object and interpretant. Semiosis articulates three forms of inference in Peirce's theory: not only the well-known inductive and deductive inferences, but also abduction.
