In this paper, we pursue Winsløw's modelling of Klein's second discontinuity, within the Anthropological Theory of the Didactic (ATD), by introducing the notion of Kleinian praxeologies. These new praxeologies are built from praxeological blocks from existing praxeologies, from upper high school and university, to underline their links in mathematics teacher training. Then we present the results of an experiment, conducted according to the methodology of Didactic Engineering, which aims at the development of Kleinian praxeologies by teacher students. Our case study focuses on the integral of upper high school, in its links with Measure Theory taught at the university, in France. These links are described in terms of dominant praxeological models, enriched by Kleinian praxeologies. The data are analyzed using the different tools of the "questioning the world paradigm", in ATD (the questions-answers map and the Herbartian schema, for the study of chronogenesis and mesogenesis, respectively). The methodology allows a fine-grain analysis of the students' work and opens many perspectives for didactic research on Klein's second discontinuity, whether for the study of students' difficulties in linking elementary and advanced knowledge or for didactic engineering that aims to strengthen these links.