| Summary: | In the context of developments in the vocational pathway, this article seeks to understand better, how, at the level of a secondary school, a process of interpreting reforms takes place, revealing varied professional teacher dynamics. As part of an ethnographic survey within a vocational school, an analysis of the data collected from teachers over the age of 50 (a large proportion of the teaching staff), makes it possible to establish that the reception and implementation of the requirements are developed within groups strongly configured by the sectors and disciplines, where the commitment is weighted by the nature of the pathways and reasons leading to vocational education.
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