This doctoral work is interested in the identical positionings of the teachers and the pupils led by the relation that the social scene in Physical Education establishes between them. These positionings are approached by means of the theories bound to the social categorization and more precisely the theory of the social identity, the theory of the auto-categorization and the conception of the social partitions. If the social partitions establish a continuation of the first two theories, they also rest on their own theoretical foundation, based on social psychology of the language. The goal of the first work was to propose a review of certain principles of the social categorization. This proofreading leaned in particular on the idea that the positionings of every group co-build themselves from the relation intergroup, and that the positions adopted by each are not necessarily symmetric. Following this theoretical construction, three main studies were led to determine the weight of pre-judgments carried by the social scene of the classroom on the processes of social categorization during the mobilization of the identities of teachers and pupils in Physical Education. More precisely, in a context where the teacher is institutionally the hierarchical dominant of the pupils, the pupils do perceive identical spaces allowing them to occupy a satisfactory social position within this relation. The first study, articulating around three sub-studies, tries to determine the weight of the social scene on the effects of social categorization. Contrary to what was expected in this social scene to the advantage of the men (soccer), the women manage to establish a favorable social position for their group by the game of the social categorization. The second study focuses on the various identical insertions on which teachers and pupils in Physical Education can lean during their interactions. The results show, from the analysis of the verbatim of a session of Physical Education that, if the context predetermines their relations on the basis of their social roles, other identical spaces are co-built and invested without questioning the rules of the social scene. Finally, the third study proposes a mapping of the identical positionings which implies the relation intergroup teachers-pupils in physical education. The tool RepMut allows to highlight that at the category-specific level, only teachers are capable of positioning in a satisfactory way. Indeed, the relation to the teacher does not allow pupils to benefit from a satisfactory category-specific position, if it is not by using dimensions of comparison different from that established by the social scene. In conclusion, this work shows that in Physical Education, and prejudice in a more general way, the relation teachers-pupils allows only the first ones to occupy a social place in compliance with that waited. Indeed, in front of the teacher, it seems difficult for pupils to invest the role for which the school expects from them.
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