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In the framework of research conducted on the reflexivity in the activity of special educators, this text discusses how ideas work in action from a perspective favouring a nonmentalist and not reflective stance in the study of that activity. Drawing on the contributions of Dewey’s pragmatic philosophy, observations are made of the experiments educators conduct as part of their efforts to solve problems they encounter with a youngster. The detailed examination of a sequence of exchanges between the educators and the youngster reveals how ideas act immanently in the activity and without any disconnect between thought and action as is often used to describe the reflexive stance.

Des idées agissantes dans l’activité : analyse d’enquêtes dans l’activité réelle d’éducateurs spécialisés