  In this article, we report how a high school teacher (levels 10-12) used
gestures when facing a classroom situation not foreseen by him. The use of
gestures took place during the interaction with three students around the
analysis of the movement of an object in free fall. A qualitative analysis of
the data was carried out from a conceptual framework that coordinates elements
of three theoretical approaches: documentational approach to didactics,
activity theory and historical epistemology. The data collection was carried
out by videotaping the teacher-student interaction while the meaning production
process about the movement of an object in free fall took place. We consider
that the analysis of results shows that the coordination of gestures is, on the
one hand, a semiotic resource that should be considered relevant in the
teachers' resources system; and on the other hand, represents in itself, a way
of visualizing the cognitive structure that guides the actions of the teacher.
