Abstract
This article seeks to analyse how, at three different educational levels (9, 12 and 15 years of age), 24 Belgian and French teachers select aspects of the text and the corresponding extracts (title, spatio-temporal setting, characters, narrator, the moral…) when they lead a session on a short story by Romain Gary. More specifically, we look at the methods of retrieval used during the lessons (how are extracts selected?), the various uses to which the extracts are put and the educational practices of which they form part.