Within the context of an interpretative scientific and literary debate, this article examines the impact of the cultural ruptures created when a teacher reformulates a situation considered controversial. These ruptures affect the reference frames related to the knowledge being interpreted : daily context, school context, By using the paradigm of the surrounding environment (ways for an object to be presented, according to François, (1998), the author describes the impact on the dynamics of knowledge construction and the composition of school cultural communities when there is no recognition of the frames involved.