Serious games for learning, used in the professional world, link both game and work practices. This issue concerns designers as well as training managers and human resources managers, all interested in transferring and evaluating professional skills. But serious games, simulating interpersonal relationships through notions of fiction, immersion, realism or referentiality, are also reactivating some problems encountered by documentary films. This thesis suggests that the theory and practice of documentary cinema can serve the educational intent of the designer to facilitate the acquisition of new skills by the user. On the cognitive level, the purpose is to explore the learning related to confrontation of viewpoints. The associated communicative purpose is to explain the construction of an interlocutor to oppose this point of view to the user. Finally, our research leads to a "narrato-cognitive grammar": the targeted competency is no longer confined to fiction but extended by reflexivity to the real enunciators.