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Professional didactics aim at analysing work duties in order to gain competences. This approach's origins lay in the gathering of two trends : work psychology (Faverge, Leplat) underlined the cognitive side that exists in every work. Developmental psychology (Piaget, Vygotski, Vergnaud) insists upon the conceptualisation's role in action. This article offers a few examples of work analysis on professional didactics, highlighting two aspects. The aim is to reveal pragmatic concepts which are real action organisers, in the way that they enable actors to diagnose the situation in which they find themselves. In fact this analysis can only be done by studying further than the work that was given (the task) : it is only by analysing the actors' activity that we can spot the situation's conceptual structure, or more precisely the representation that they make of it.

Re v u e f r an çais e d e p é d ag o g ie , n°1 5 4 , jan v ie r -f é v r ie r -m ars 2 0 0 6 , 1 4 5 -1 9 8 1 4 5 La d i d a c ti q ue p ro f e ssi o n n e l l e Pi e r r e Pa str é , Pa tr i c k M a y e n , G é r a r d V e r g n a u d La d id act iq u e p r o f e s s io n n e lle a p o u r bu t d ' an aly s e r le t r av ail e n v u e d e la f o r m at io n d e s co m p é t e n ce s p r o f e s s io n n e lle s . Né e e n Fr an ce d an s le s an n é e s 1 9 9 0 au co n f lu e n t d ' u n ch am p d e p r at iq u e s , la f o r m at io n d e s ad u lt e s , e t d e tr o is co u r an t s th é o r iq u e s , la p s y ch o lo g ie d u d é v e lo p p e m e n t , l' e r g o n o m ie co g n it iv e e t la d id act iq u e , e lle s ' ap p u ie s u r la t h é o r ie d e la co n ce p t u alis at io n d an s l' act io n d ' in s p ir at io n p iag é t ie n n e . So n h y p o t h è s e : l' act iv it é h u m ain e e s t o r g an is é e s o u s f o r m e d e sc h è m e s , d o n t le n o y au ce n t r al e s t co n s t it u é d e co n ce p t s p r ag m at iq u e s .

*-Pierre Pastré, CNAM, Paris (CRF). 1-Ce cadre théorique est présenté en détail plus loin dans le texte. Je me contente ici d'en indiquer les grandes lignes.

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