Based on works of Marx, Engels, Lukács, Coménio and Alves, on documentary and historiographical sources, this work presents two theoretical assumptions: 1º) with the advent of modern school the work tool achieved centrality into the educational relation; 2º) in the teacher’s work tools set, the didactic manual obtained superiority because through it there was a certain objectification degree of the teaching work. Therefore, it deserves to be considered privileged object into educational history researches. ‘Didactic work organization’ is an angular analysis category in those investigations and it spreads scientific production which advance, in parallel, brings up issues that demand theoretical refinement. Among them, it is necessary to go back to the origins of the expression ‘didactic work organization’ in order to try its consistency, especially by the diffusion, into historiography, of expressions seemingly close, as pedagogical work organization, school work organization and teacher work organization. In order to contribute, in this regard, the present work aims: 1º) spread beyond the circle of its users, the precise acceptation given to didactic work organization; 2º) set the distinction between this category of analysis and the meaning which are assigned to those expressions seemingly close.