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.
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