Testing semiosis hybridity in the context of training engineers in managerial activity, simulated in a technology hall[Les sémioses à l'épreuve de l'hybridité dans le cadre d’une formation d’ingénieurs à l’activité managériale, simulée en halle technologique]

The present research focuses on a simulation conducted in a technology hall on a production line in which student engineers have to supervise professional operators. For learners, the double immersion in a work and training environment makes it more complex to identify what is expected of them. They must continually discriminate in the behaviour of the facilitators what is expected by the production manager and what is expected by the trainer. So, by exposing students engineers to a system of symbolic forms that is complex to interpret and understand, the didactic environment offered by this hybrid space is the site of continuous semiosis on their part. With reference to the Theory of Joint Action in Didactics, this research questions the ways in which the hibrid dimensions of the training device act as a resource or a hindrance to the understanding of didactic games, the acquisition of targeted skills and/or the implementation of practices expected by trainers. Based on thirteen case studies, the results identify a number of conditions that must be met for these hybrid dimensions to be conducive to learning.