Résumé
(150 words) Lived experience of individuals constitutes our unit of analysis, and allows us to retrace learning processes as they are lived " from within ". In this enactivist perspective, knowledge is considered in relation with " distinctions " , that are familiar entities and relations that are experienced by individuals. We conducted an empirical study in a course about lesson planning. We used self-confrontation interviews providing us reports from which we could identify precisely these distinctions as they were successively experienced by students. As a matter of fact, knowledge structure did not appear through these descriptions. Nevertheless, it rather appears in students' notes, that may be considered as material anchors for the moving flow of lived experience. Consequently, we posit studying knowledge construction in an enactive-experiential perspective entails to consider its distribution between 1) various successions of distinctions in the dynamics of lived experience; 2) inscriptions, and more broadly material instruments bearing a temporal continuity.