In this presentation we highlight the effects of a longitudinal participatory intervention research whose purpose is to conduct the change of didactical practices focusing on gender effects (Verscheure, 2020). We present an ongoing research about the teachers and researchers relationships. The participatory intervention research articulates an analysis of the practices of teaching and learning aiming at struggling against gender inequalities ‘in the making of the class’. The overall purpose of this research is to develop a strategy of accompanying teaching changes, particularly through teachers and researchers collaborative rethinking of learning environments. The focus of the presentation is to look at the effects of the participatory intervention research on the actors (individual and collective); and to discuss the research approach in terms of: epistemology of research, type of collaboration and participation between teachers and researchers, and modes of production and restitution of knowledge. We present the collaboration with a female teacher (Carine, co-author of the presentation) in a sequence in physical education in class of mixed CP (5-6 years old) in volleyball, where the teaching contents were specifically co-constructed to facilitate the corporal engagement of all the students, that they are girls or boys. We present the effects of the dynamic and daily collaboration between the researcher and the teacher (Verscheure & Aussel, 2018; Verscheure & Barale, 2017). All lessons were co-constructed by the researcher and teacher; all were videotaped and debriefed after each one. The data analysis is based on the principles of didactical observation using videotapes of the lessons, ethnographical notes, and interviews with teacher and students (Verscheure & Amade-Escot, 2007). Our results show positive effects in terms of setting up an environment and didactic regulations favoring the study of students, in particular the reinforcement of the didactic teaching sense (Almqvist, et al., 2019), allowing a more detailed reading of students' actions with regard to the targeted knowledge. We will conclude on the emergence of a hybridization of practices (Hamza et al., 2017) due to the researcher-teacher collaboration where the respective roles of the teacher and the researcher are fading. Through their dialogues, teacher and researcher bring new ways to understand and deal with didactic dilemmas (Almqvist et al., 2019). What happened in the project suggests the possibility of reducing the gap between educational research and teaching.

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