Gilles Monceau

Transformar as práticas para conhecê-las: pesquisa-ação e profissionalização docente

Within the scientific institution, action research designates a type of conduct with its own peculiarities. However, as the different histories of action research demonstrate, the term itself has seen periods of greater or lesser popularity, and the procedures it has qualified have also experienced remarkable evolutions. Nowadays, action research and intervention research are largely presented as similar and even confused. In the universe of teaching, action research, whilst vividly present in the education, renovation and even management devices, is seldom regarded as a research procedure. This article examines the way in which action research interferes with this object of research constituted by the teaching practices. We question, in particular, the fact that the model of action research (which mobilizes a collective dimension) suffers the competition, in the process of professionalization of teaching, of the reflective practitioner model (more based on an individual dimension). If there is a tradition of action research and if the characteristics of this procedure continue to influence the research on education, this happens today in a field of research that is about to be redefined, including the socio-clinical studies and the work of those researchers that call themselves practitioners-researchers. The transformations that a research can generate in a given space do not exhaust its objectives; on the contrary, they allow the production of knowledges with their own peculiarities, especially that of exploring social dynamics more than supposedly static situations.A pesquisa-acao designa, na instituicao cientifica, um tipo de conduta de pesquisa que possui suas especificidades. No entanto, como mostram as diferentes historias da pesquisa-acao, o proprio termo tem conhecido periodos de maior ou menor notoriedade e os procedimentos que ele tem qualificado conheceram tambem evolucoes notaveis. Hoje em dia, pesquisa-acao e pesquisa-intervencao sao o mais das vezes apresentadas como semelhantes e ate mesmo confundidas. Na esfera do ensino, a pesquisa-acao esta ao mesmo tempo muito presente nos dispositivos de formacao, de renovacao e ate mesmo de gestao, mas e muito pouco considerada como procedimento de pesquisa. Neste artigo, examina-se a maneira pela qual a pesquisa-acao interfere com esse objeto de pesquisa constituido pelas praticas docentes. Indago, particularmente, o fato de que o modelo da pesquisa-acao (que mobiliza uma dimensao coletiva) sofra a concorrencia, no processo de profissionalizacao do ensino, do modelo do pratico reflexivo (mais apoiado numa dimensao individual). Se existe uma tradicao da pesquisa-acao e se as caracteristicas desse procedimento continuam a influenciar a pesquisa em educacao, isso se produz hoje em dia em um campo de pesquisa em vias de redefinicao que inclui as pesquisas socioclinicas e os trabalhos daqueles que se autodenominam praticos-pesquisadores. As transformacoes que uma pesquisa pode gerar em dado espaco nao esgotam seus objetivos, mas ao contrario, permitem a producao de conhecimentos que possuem suas especificidades, em particular a de explorar dinâmicas sociais mais do que situacoes supostamente estaticas.La «recherche-action» désigne, dans l’institution scientifique, un type de démarche de recherche qui a ses spécificités. Cependant, comme le montrent les différentes histoires de la recherche-action, le terme même a connu des périodes de plus ou moins grande notoriété et les démarches qu’il a pu qualifier ont elles-mêmes connu des évolutions sensibles. Aujourd’hui, recherche-action et intervention sont le plus souvent présentées comme étant proches voire confondues. Dans le domaine de l’enseignement, la recherche-action est à la fois très présente dans les dispositifs de formation, de rénovation voire de gestion mais assez peu considérée comme démarche de recherche. Dans cet article, est examinée la manière dont la recherche-action interfère avec cet objet de recherche que constituent les pratiques enseignantes. J’interroge en particulier le fait que le modèle de la recherche-action (mobilisant une dimension collective) soit concurrencé, dans le processus de professionnalisation de l’enseignement, par le modèle du «praticien réflexif» (plutôt en appui sur une dimension individuelle). S’il y a une tradition de la recherche-action et si les caractéristiques de cette démarche continuent à influencer la recherche en éducation, cela se produit aujourd’hui dans un champ de recherche en cours de redéfinition qui inclut les recherches socio-cliniques et les travaux de ceux qui se désignent comme praticiens-chercheurs. Les transformations qu’une recherche peut générer sur un terrain n’épuisent pas les visées de celle-ci mais permettent au contraire la production de connaissances qui ont leurs spécificités, en particulier celle d’explorer des dynamiques sociales plutôt que des situations supposées statiques.

Implicação, sobreimplicação e implicação profissional

This article debates one of the basic concepts of Institutional Analysis: implication. For that purpose, brings two other concepts that stem from it: over implication and professional implication. Both rather important for the implications analyses process. Pointing out that implication analyses is a collective work, the text board the devices that those analyses can construct. Bringing examples of different spaces, in the school, in the university, in the hospital, it is analysed the tendency to give a universitarian form to the professions, when professionals are called to work their practical difficulties, doing it through the discourse, as used in the universities, as if the discursive analyses of the practice allowed the evolution of their practice.

Uma pesquisa sócio-clínica na França: notas sobre a Analise Institucional

This study aims to present and discuss the process of producing a socio-clinical research on parenting, developed in Gennevilliers, France during 2011 and 2012. The theoretical framework was based on institutional analysis, socio-clinical perspective. The devices for the production of research data include participant observation, discussion groups with professionals and parents, household interview, informal interviews and restitution sessions. The development of this kind of research indicates a constant tension to be explored between the intentionality of claimants and researchers which makes the analysis of implication indispensable.

Técnicas socioclínicas para a análise institucional das práticas sociais

A analise institucional das praticas sociais como uma das modalidades da socioclinica institucional supoe o manejo de tecnicas operatorias experimentais sobre diferentes dominios. Tenho, essencialmente, desenvolvido minhas pesquisas a partir de encomendas feitas pelas equipes de estabelecimentos ou de organizacoes. 2 Trabalho, ainda, no contexto de encomendas, de pesquisas feitas por grandes organizacoes privadas e estatais. Do meu ponto de vista, nao ha cisao entre essas diferentes modalidades de encomendas, ambas sao pesquisas que tratam da atualidade das questoes institucionais, em materia educativa, de saude ou social. Elas estao envolvidas tanto com as preocupacoes dos responsaveis, dos que decidem, quanto dos profissionais do campo. Ao trabalhar a partir das solicitacoes e das encomendas que as acompanham, e preciso reconhecer sua complexidade e os processos institucionais que as induzem. Cada um desses processos segue uma logica de institucionalizacao que comporta tensoes internas. A negatividade dos processos informa ao pesquisador a sua positividade. A distincao entre esses dois polos nao e imediatamente perceptivel; ela e produzida pelo trabalho analitico no qual os sujeitos envolvidos estao necessariamente associados.

The democratization of research and knowledge: the Recherche avec network

From 17 th to 20 th April, 2016, the second symposium of the Recherche avec network was held at Fluminense Federal University. On April 21 st , at the School of Nursing, the networks scientific committee met to review the event. The invitation to write this editorial is an opportunity on our part to return to this intellectual and human encounter on the theme of otherness. This theme was present in all the people and in all the images, the songs, the sensations and the new ideas that came from a multitude of meetings dealing with different areas of research and practice in health, education, social intervention and also with the people to whom we proposed creative experimentation in the street. On the other hand, in terms of the symposium, which was an occasion to create links, collaboration and solidarity, this editorial is a good opportunity to present our Recherche avec network, its foundations, its activities and its purposes. Descriptors: Nursing; Mental health; Collective Health.