Within the framework of a scientific cooperation between the universities of Reims Champagne-Ardenne and Oran 2, disparities in the way semiotics is taught in the departments of Letters of European and North African universities have emerged. In the perspective of a didactic and pedagogical approach that takes this gap into account, this article argues in favour of teaching a semio-pragmatics that does not completely disassociate itself from the aesthetics of reception, as it is still disseminated in Algeria, but nevertheless integrates the latest scientific advances in field semiotics to finally propose a method that combines textual analysis and field investigation in order to favour the back-and-forth between a model-reading constructed by the researcher and the singular empirical readings.