In this article, we present a case study that shows one of the problems faced by a teacher "how to integrate the study of gender in grammar school?", from the analysis of the school activities, the gestures and the didactic acting of this teacher in a situation teaching. The theoretical and methodological basis used has contributions from the Applied Linguistics (MACHADO, 2009; 2010; BRONCKART, 1999; MACHADO, BRONCKART, 2009; MACHADO; LOUSADA; FERREIRA, 2011; SILVA, 2013) and Didactic of Language (SCHNEUWLY; DOLZ, 2009). The results show the types of school activities used, the difficulties presented in the teacher's action to integrate both content and the didactic gestures that constitute the act of the teacher in this particular context. On the one hand, these results show the importance of considering the teaching context, the actors (teachers) and their experiences and educational actions as elements and objects of a continuous education; on the other hand, how to use these results in a (self) evaluation of the work and the teacher's actions in the classroom.