The explosion of the theme of the society of knowledge is widely symbolized by the interactions between sciences, technology and society. These interactions are supposed to play a major role in the dynamics of knowledge because they reputedly act to spread the power of objection to the citizens and guarantee the social assimilation of the research results coming form the laboratories. Current research investigating these interactions questions the place of science in society, the internal relationships between scientific communities or the external relationships maintained between these communities and the social sphere, or even the mutations of scientific culture and the popularization of the sciences in the public sphere and the media.Here we tackle a neglected yet important aspect of the relationships between science and society: its articulation with education. Our empirical study questions the partnership relations between research bodies and teaching, the collaborative procedures implemented, their finalities and the way they are realized. Using the French agricultural research body, INRA, and the teaching of Life and Earth Sciences (SVT) in secondary education as our area of investigation, we approach the practices, the representations and the expectations of these actors ; we take stock of the relationships between scientists and teachers and propose a discussion in which both communities are invited to exchange.