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Through my career pathway in classrooms using institutional pedagogy (IP) and its history, I come to question the ruptures instantiated by IP in the field of education. IP breaks with an idealized view of the child, questioning the foundations of an educational model in which the place of the adult is questioned. This vision depends on an ethics that encourages reflection on other practices in the classroom and affords both adult and child another position. The encounter with the heterogeneity of the pupils and one’s own heterogeneity is the basis for the passage from a containing model of the cooperative class to a symbolizing model, from an agent’s position to an author’s position.