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In order to elaborate the praxeological model of a given piece of knowledge, it is necessary to consider separately of the knowledge organization on the one hand and, on the other hands, parts of the didactic organization which allows for the emergence of this knowledge organization. What could and what could not be included in the model of a praxeology? Which elements of a didactic organization could be included in a knowledge organization and how could they be? Then, what are the issues are pushed forward in the process? The aim of this paper is to examine these questions through examples taken from the study of mathematics and to bring into light the extent to which denial of the didactic constrains researchers in didactics even in the very heart of their work. Resume L’elaboration d’un modele praxeologique demande de distinguer entre les elements de l’organisation de savoir enjeu de l’etude, d’une part, et, d’autre part, certains ingredients de l’organisation de l’etude qui permet l’emergence de cette organisation de savoir. Que peut-on mettre dans le modele d’une praxeologie et que ne peut-on y integrer ? Quels sont les aspects d’une organisation de l’etude qui peuvent venir s’integrer dans une organisation de savoir et comment peuvent-ils le faire ? Quels problemes cela pose-t-il ? Ce sont principalement ces questions que nous examinons a partir d’exemples pris dans l’etude des mathematiques, et leur examen nous permet de mettre en evidence une manifestation de la contrainte du refoulement du didactique au coeur meme travail des didacticiens.

Des liens entre l’organisation de savoir et l’organisation de l’étude dans l’analyse praxéologique