This article shows the necessity that there is, in an inclusive didactical study of the relationship to knowledge, to rely on a triangulation of theoretical approaches relating to the latter, through a case study, in particular that of the relationship to the Pythagoras’s Theorem, which study gave rise to the definition of a normative relationship, in acronym NiPADiS, for any knowledge and relative to the triangulation of theoretical approaches, namely anthropological, didactical and sociological approaches, to the relationship to knowledge.

This article presents the different documents, including the text of the conference and the study sheets, which were used for training on 3C relationships during the didactical seminar that we organized in order to assess not only the perception of possible specificities of 3C relationships among the teachers of primary, secondary and professional education (EPSP) of Kinshasa (Congo DR), but also the ability of the latter to produce teaching / learning situations based on said 3C relationships. This aims to facilitate the popularization of 3C relationships with a view to promoting the involvement of interdisciplinarity in the development of teaching / learning situations for the various elementary objects of knowledge.

This article presents the results of our study which focused on the identification of the specificities of the 3C relationships as well as the perception of these relations among the teachers of the Primary, Secondary and Professional Education (in EPSP) from the city province of Kinshasa / Democratic Republic of Congo (DRC). It is, here, a question of discovering the feasibility of a didactical study for the relationship to any elementary object of knowledge. To achieve this, we have been able to use a few theoretical approaches of the relationship to knowledge, mainly the anthropological approach, then the sociological approach, by organizing a didactical seminar based on 3C relationships. Considering that we are on a path of discovery of a unified theory of the relationship to knowledge for its didactical study, we held a conference which was followed by nine operational workshops (two from the Maternal Directorate, three from the Primary Directorate and three from the Secondary Directorate) and whose theme is "The relationship to knowledge as a stake in the teaching / learning process from a didactical perspective : 3C relationships", and this at the scholar Complex Ark of the Alliance “The Heirs of the promise” from the commune of Kinshasa / Masina (DRC).

This article presents our analyses, in a didactical approach of the relationship to knowledge, from the didactic writings relating to situations of teaching-learning of the Pythagoras’s theorem, which writings have allowed us, with manual and official programs school most used in the DRC at the level of 3RD and 4th years secondary, to define, in terms of “3C relationships” [Rap1(Relationship of Knowledge), Rap2(Relationship of comprehension) and Rap3(Relationship of contextualisation)] relations that an individual or institution can maintain with the Pythagoras’s theorem, on the one hand; and put on feet, from the notes of 3C relationships defined in this study, three levels to appreciate the evolution of the relationship to knowledge of students to the Pythagoras’s theorem, including the level “low”, “medium” and “high”, on the other hand. This allows the operationalization of the relationship to knowledge on the didactical plan. The article also has some variables that we used to enjoy their possible influence on the relationship to knowledge in study, among students in the classes of Scientific Humanities of a school chosen to test the feasibility of the didactical study of 3C relationships.