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                <term xml:lang="en">Action - Competence - Conceptualisation - Development - Psychology - Scheme</term>
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              <p>The relationship between scheme, conceptualisation and action is an essential theme in Gérard Vergnaud's work, but it is less well known that it had its beginnings with Gabriel Revault d'Allonnes. It was this unjustly overlooked author, and not Piaget, who, as we shall show, introduced the scheme into psychology as early as 1914 by focusing on the everyday actions of children and adults. For a long time he was a totally unknown peer of Vergnaud, who developed his thinking independently. With the support of original texts, we identify certain points of largely unsuspected theoretical proximity between these two authors and sketch out an examination of their respective contributions, identifying both what they have in common and their respective focuses, and sometimes situating them in relation to Piaget. We then show that Vergnaud's proposals constitute an operational model of activity and experience by means of a process that interweaves schematisation conceptualisation and action. The relevance of these propositions to the concept of scheme leads us to emphasise this major theoretical perspective. It enables us to focus our attention on the notion of competence, and more specifically on critical competence and complex competence.</p>
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              <p>Les relations entre schème, conceptualisation et action constituent un thème essentiel dans l’œuvre de Gérard Vergnaud, mais on sait moins qu’elles étaient en germe chez Gabriel Revault d’Allonnes. C’est cet auteur, injustement méconnu, et non Piaget qui a, comme nous le montrons, introduit dès 1914 le schème dans la psychologie en s’intéressant aux actes de la vie quotidienne de l’enfant et de l’adulte. Il a longtemps été un pair totalement inconnu de Vergnaud ; ce dernier a élaboré sa pensée de manière indépendante. Textes originaux à l'appui, nous identifions certains points d’une proximité théorique largement insoupçonnée entre ces deux auteurs et ébauchons un examen de leur contribution respective en repérant tant ce qui leur est commun que leurs focalisations respectives, et en les situant parfois par rapport à Piaget.Nous montrons ensuite que les propositions de Vergnaud constituent une modélisation opérationnelle de l’activité et de l’expérience au moyen d’un processus entrelaçant la schématisation, la conceptualisation et l’action. La pertinence de ces propositions pour le concept de schème nous conduit à souligner cette perspective théorique majeure. Elle permet de pointer notre regard sur la notion de compétence, plus particulièrement celle de compétence critique et celle de compétence complexe.</p>
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