Contenu du sommaire : Croisement des savoirs et recherches coopératives

This article focuses on the place in society of humanities and social sciences researchers, and more particularly on their role and responsibility as actors reporting and analysing the representations and practices observed. In a context where the invitation to work with non-researchers is increasingly present, one may wonder how one proceeds to research together. The point of view developed in this article is based on a progressive personal reflection and on critics of the clinical approach in education, sociological interventionism and experimental action-research. In this reading, the notion of community-based research is presented as being federative, bringing together different methodological logics, as well as the theoretical frameworks that guide them.

Based on an experiment in cooperation in the desir project (Development of Innovative Higher Education in Rennes, 2017-2020), this article seeks to show and understand how the anthropological conversion to which the authors of the introductory text of this issue invites the researcher to work « with » all the actors, whatever their respective status, can be experienced. After questioning the context and the stakes of this project and clarifying the notions and concepts at the basis of the approach studied (survey, cooperative engineering), the text endeavours to give an account of the way in which educational engineers and researchers meet to discuss the issue of accompanying pedagogical transformations in higher education. Based on the work of Éloi, the authors postulate that no cooperation can be exercised and live without institutions that can accommodate the actual practices. They approach the question of what we call institutions of cooperation in a cooperative research situation from the notion of collective inquiry, using a concrete example of the implementation of a logbook, both a tool for cooperation in engineering and research, and an emblematic example revealing the issues at stake in such a methodology.

In this article, researchers tried to describe the different stages of a study involving high school headmasters and staff helping with school management. All these professionals belong to different spaces. The first ones rule the school they are in charge of, the second ones in charge of administrative supervision, can name the managers of different scholar organisations. All these representatives with hands-on experience were associated to the survey from the very beginning and everyone had the possibility to express their singular voice. Researchers described this sometimes frontal meeting between different « continents » through cross-fertilisation. Verbalisation enabled the different actors to start a transformation process.

This contribution concerns the analysis of the adaptation strategies of headmasters of catholic education establishments faced with situations generating stress, even suffering at work, which they face. It offers a interdisciplinary approach. Starting from the same problem and from an identical data collection mode, different conceptual grids were confronted and articulated. If the processing of the empirical data was carried out autonomously by each researcher, the analyzes and interpretations were shared and fed by interactions and discussions to lead to a shared reading of the phenomenon studied. These analyzes fall into three disciplines : management sciences, clinical psychology and educational sciences. They are based on three different focuses : clinical, organizational, andragogical. The result is a collaborative and original reading of the same phenomenon. The results of this cooperative and interdisciplinary work show a certain added value which accounts, in a more relevant and nuanced way, for the complexity of the object of study and its very numerous specificities. Due to this interdisciplinarity, research becomes embodied and dynamic. It gains, thus, in depth and in relief; it makes it possible to bring out lines of reflection, then of intervention as close as possible to the representations of the actors and the dynamics of the organization. Because of collaboration, it is more effective in the data collection process than in the analysis process. It ultimately proves to be a powerful stimulus for stakeholders, while producing new knowledge. In this regard, the work of the resonances identified throughout the process leads researchers to question their own feelings and the place in which they express themselves : the challenge is for them to transform these materials and to put them at the service of research, the relationship and even further the change.

Based on a research with leaders of private schools, the article reports on the heuristic effect of the reflexive dynamics aroused by a group device for analyzing their professional activity (deployed with around thirty of people). The language interactions provoked by the expression of expectations about this cooperative research made it possible to grasp common work situations and also the subjective engagement. The article attempts to account for these displacements and unveiling effects.

The collaborative research efforts are part of a scientific tradition dating back to the beginning of the last century and deeply marked by John Dewey's pragmatism, Margaret Mead's symbolic interactionism and approaches. methodological at the Chicago School. Today, they bring together a great deal of work in various disciplines (education, management, sociology, social psychology, etc.). Building on these legacies, the program « Analysis of the activity of the heads of a ddec and those who accompany them » is part of this epistemological and methodological framework constitutes an illustration (if we look at the process) and a deepening ( if we focus on its content). Indeed, beyond the knowledge produced on the very purpose of the research (the activity of the headteachers and those who accompany them), the process put in place has enabled the identification of three interactional dynamics generating change for stakeholders : a dynamic of priming, through the construction of alliances ; dynamic framing and cropping throughout the process a dynamic of investigation, solidarity and reflexive, facilitated by leadership of animation and regulation.

From an institutionalist view more particularly inscribed in the field of institutional socio-clinical mechanism, this paper proposes to contribute to the field of questioning proposed by illustrating it with research qualified as action research training by its co-directors. The author has been promoting and supporting this type of approach for the past ten years in the social and medico-social sector ; the construction of such a process requires particular vigilance from the start of entering into a working relationship together and throughout its development. How do stakeholders understand this type of research ? What do they produce together? How is the research carried out cooperative ? In other words, the stake would relate to the capacity of the ones and the others to want, even to be able, to make common play according to the professional and/or personal situations in which they are taken. This is the common thread that the author proposes to follow by showing how the research field, here a socio-cultural center in an urban area, gradually becomes by itself what I will qualify as « learned territory ».

The ergological approach contributes to the formalization of professional experience. This article describes the effects of this approach on the actors involved in terms of cooperation, posture or from an ethical point of view. The data mobilised comes from a system set up in Brazil by researchers with minor trade unionists. The cross-fertilization of knowledge between the actors, – or, in other words, « experience of experience » – contributes fully to the joint development of all to « disparity of place and parity of esteem ».