Non-English title

Didactic transposition is a process of transformation of the learned knowledge to learn to teach. This passage could leave footprints that can manifest as dogmatization, a uncontextualization and programmability in learning. We then asked what is to transpose Immunology, given the important place it occupies in the Baccalaureate's curriculum of Life and Earth Sciences, on the one hand, and given its particularities which can present difficulties in the teaching-learning process on the other. The aim of the present work is to try to identify the possible impact of the didactic transposition of immunological concepts, using the example of a natural or non-specific immunity, an ubiquitous concept in educational programs immunology. Our study is based on analysis of the content of textbooks of the second year of the Bachelor (learn to teach) compared with that of academic books (considered scholarly knowledge). This allowed us to prove, at least in part, the validity of the opinions put forward. Thus, we were able to demonstrate, through the example, that the consequences of didactic transposition are palpable on the scientific content of textbooks. Which could strengthen, or cause any misconceptions among learners and may, consequently, constitute real obstacles to further learning Immunology.