The present article treats the concept of Didactic Transposition, taking as reference the work of Yves Chevallard, La transposición didáctica: del saber sabio al saber enseñado (2005). We compared the adduction of the concept in several works, such as thesis, dissertations and articles, and discussed the multiple impressions concerning the process of didactic transposition. These papers show that the conceptualizations are not well defined, entailing dubiousness and discussions. Some differences accrue from different areas of science, distinct of mathematics, others are inherent on the original ideas in Chevallard (2005), paper that served as bibliographical reference for the majority of the studied works.