Abstract
This research questions the devolution of institutional pedagogy (IP), following the initial training of Calandretas teachers. Calandretas are elementary schools of immersive Occitan teaching. Taking a qualitative approach to the process of how the system in place is appropriated, this study conducts diachronic ethnographic observation of several classes and interviews with the teachers giving those classes. While, for some regents, there is a risk of diversion, the results show that others engage in a genuine process of institutionalisation, thus becoming authors of their pedagogy.