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‪Verbal exchanges between teachers and pupils are the subject of contrasting assessments: some consider them to be a means of involving pupils because they break with the solemnity of the lecture. However, others accuse them of being the privileged vectors of an ‘invisible pedagogy’ that maintains the reproduction of learning inequalities. This article proposes to go beyond this alternative by showing that school dialogue is not necessarily an implicit pedagogy and can even, under certain conditions, contribute to the achievement of certain educational objectives. It is based on the recording and analysis of some forty sequences of SES lessons in the 10th grade collected in the context of a collective research project.‪