94

In this article, we propose to question the contributions and the potential of a social semiotic approach that we have been developing for several years in the analysis of cultural, media, and digital productions. Based on experiments carried out with primary and secondary school teachers, the article shows how they are invited to take a reflexive approach to engaging with their representations and interpretation processes, based on the awareness of the role played, on the one hand, by their cultural knowledge and habits of thought, and on the other hand, by the material limits that cultural, media, and pedagogical productions impose on interpretation. This framework of analysis and interpretation of digital cultural productions can contribute to the formation of critical thinking in a pedagogical context.