The concertation within the school is the object of a legal obligation in the French community of Belgium, aiming at contributing to the professionalization of the teacher and the improvement of the teaching pedagogical practices. Taking of this prescriptive and legal framework into account, the research wonders about the networks of concertation - formal and informal - their methods, objects and their management. The research seeks to highlight the conditions who allow a team of teachers to work together and thus to produce new and relevant teaching practices in their view. Being inspired from the theories of the organizational learning (Argyris and Schön, 1996/2002, Nonaka and Takeushi, 1996/1997), it makes the assumption that transformations of the durable and transmittable practices within the school, are the result of a collective process of learning which is called into question and transforms the "theories in use", implicit into the action, by a process of objectivation and confrontation around mobilizing objects. This supposes a process of "translation" (Callon, 1989, Bernoux, 2004) on behalf of the actors according to their position and interests in the organization. The results of a series of principal interviews and interviews of teachers team in 18 primary school in the French community of Belgium were analyzed to describe the methods of formal and informal concertation, their objects, their explicit and implicit goals, to identify the shared knowledge produced and the transformation or improvement of educational practices in use. The analyse puts in relationship : the conditions of management of which the management of the innovation (Bonami and Garant 1996, Bonami, 1998, Garant, 1998, 2003) as well as the elements of leadership, communication, group dynamics. the socio- cognitive conditions such as social representations including knowledge, affects, values, more or less shared by the teachers, the principal and others school players ; the socio-professional and identity conditions of the teachers and principals ; the macro-social conditions considered in particular in the way in which the players mobilize the policy regulations and the elements of the educational and socio-economic environment of the school (Dupriez, 2003) The main aim of this article is to describe the methods, objects and goals of teachers' collaborative work and concertation in primary school and to highlight the management conditions of collective knowledge production and specifically, the position of the school princip