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In the following article, we describe the analysis of an experimental collaboration with pedagogical teams. A framework has been set up to reduce learning inequalities to read. The pupils concerned are in their first year at primary school. The process uses “rational pedagogy”. For this experimentation, sociological knowledge was also translated in order to instigate a certain type of “public sociology”. The stakes were to bring together subject specific understanding, here a sociological expertise, as well as applied knowledge and also critical understanding. The goal? To be able to assist both sociologists and teachers.