Abstract : In France, at middle school level, teaching for the uses of computer is now driven by the B2i certification (Brevet Informatique et Internet). Meanwhile, it doesn't exist clearly identified training. So, each pupil stand in the center of tension between two worlds of uses from scholar sphere and the private sphere, that do not seem to go together. Without guidance or support they engage in a sort of digital gathering, without being able to transfer what they acquire in each sphere. The didactic issue that this research aims at solving is to identify and characterise components and structures ideal for the emergence of a consistency in all the digital practices of the pupils. To do that, a first study is conducted on a possible school organisation that would take into account all the activities of the pupils, without any exception. A second one is to objectivise their digital encounters so that they form a relevant object of study. Finally these two studies are challenged in order to reveal common, coherent structural elements. This threefold investigation enables to offer a framework for interpretation and analysis as a tool for the understandability of the empirical referent comprising every encounter. In order to test this study a series of surveys was conducted among 215 pupils attending the same school. Uses of pupils were identified, as well as the terms of the operationalisation of what this research suggests. Results show that the conceptual tool of the interpretation of the encounters can be adapted in order to help pupils build - at curriculum scale - their own path controlled by structuring and collective steps.