This doctoral research, in the field of information and communication sciences, focuses on the professional playful practices of primary school teachers who work in ordinary (i.e. non-specialised) education in the territory of the Wallonia-Brussels Federation, for all years and all educational networks. The current playful practices were studied in the framework of this research: the analogue, digital and hybrid media used by the teachers were considered. It has a double objective: to describe the playful practices of teachers and to understand these practices. A method divided into several phases, inductive and mixed, was thus implemented. However, this doctoral research is mainly qualitative, with the different approaches serving a case study. During the case study, nine teachers with diversified playful practices were followed during one school year. Based on the collected data, three perspectives were crossed on the practices of the teachers who constituted the "cases": the researcher's perspective on these practices, the teacher’s perspective on their own practices, and the perspective of their pupils, based on their experience in the classroom. These data were analysed along three lines, which structure the manuscript: a) "the game in our field", which aims to answer the questions "on what elements is the playful dimension of teaching practices based?" and "how is this playful dimension perceived by the pupils?" ; b) "the introduction of game into teaching practices", which focuses on the question "through what concrete actions do teachers give a playful dimension to their teaching content when planning and shaping it?" ; and c) "the experience of game in the classroom", which aims to answer the questions "how is game offered to pupils in the classroom?" and "what relationships does game induce between pupils and between teacher and pupils?". In order to propose solutions to the needs expressed by the participants in the case study, as well as to the obstacles related to the integration of game in ...