Communiquer la recherche contemporaine : une analyse didactique d'un exposé de P. Cartier au séminaire Bourbaki

In this paper, we propose a didactic analysis of a lecture delivered by Pierre Cartier at the Bourbaki Seminar, drawing on Guy Brousseau's Theory of Didactical Situations. More specifically, we use the typology of didactical contracts developed by Brousseau to account for the strategies implemented by the teacher in order to regulate the didactic relationship. This exploratory study highlights that university-level research seminars constitute a didactic practice in their own right, going beyond the mere communication of results. Such a practice articulates different types of contracts for both epistemological and didactic reasons, which Brousseau's categories-originally developed in relation to a school context-make it possible to examine through processes of analogy and contrast. Finally, this study sheds light on the processes of transposition and institutionalization of knowledge within the scholarly sphere, which remain largely under-documented in didactics research.