The mobilization and the creation of "digital commons" and, in particular, free/libre software, is a component of the current strategy for digital education (Ministère de l’Éducation Nationale et de la Jeunesse, 2023). Such software is characterized by the open source code and their attachment to communities: it embodies a vision calling for an alternative approach to computing, driven by a "movement" that makes "advanced use of digital devices" (Giraud, 2019). Discerning the characteristic traits of this vision, particularly from the perspective of didactic gestures (Chevallard, 2019) deployed to make it accessible and operational, is of interest in didactics of computing education (Drot-Delange & Fluckiger, 2022). We therefore pursue a didactic analysis (Chevallard, 2011) based on "exposés" available within the free/libre software movement (Giraud, 2019), in order to contribute to the elaboration of an epistemological-didactic frame (Gascón & Nicolás, 2019) for computing education practice in a free/libre software environment. We operationalize this framework through "postures" (Bachimont, 2023) related to the implementation of specific modes of inquiry in order to develop a form of "digital humanities" in teacher education (Hulin et al., 2024).
