Prise en compte du rapport aux savoirs pour mieux comprendre un système didactique. Un exemple en SVT à l'école élémentaire

This paper presents an analysis of the links between the biology teaching-learning practices and the teacher's and students' relation to biology knowledge. This analysis is based on the theory of teacher's and students' joint action, and on the socio-anthropologic approach of relation to knowledge. The study of the video taken during the session and the examination of the participant's interviews reveals that some episodes of the didactic action can be related to the teacher's and students' relation to biology knowledge.