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Processus en jeu entre personnes chercheuses et intervenantes des milieux scolaires dans des projets de recherche participative

Stéphane Allaire, Marie-Pierre Baron, Marie-Pier Forest and Sophie Nadeau-Tremblay

Processus en jeu dans des projets de recherche participative : pourquoi s’y intéresser ?

Bruno Bourassa and Sophie Nadeau-Tremblay
In introduction to the day conference, Professor Bruno Bourassa shared his experience relating to the relevance of taking an interest in the process in participatory research. In the form of an interview, the article shares ideas, particularly regarding to the four main phases of the research which are the structure of the research team, the activation of the approach in response to the questions of research, the creation of conditions for carrying out and learning and the interpretation of data and the results diffusion. His proposal highlights challenges encountered in participatory research, such as the management of group dynamics and the necessary adaptation to changes, hence the importance of flexibility for the entire research team. In conclusion, Mr. Bourassa encourages the sustainability of participatory research which allows for a better understanding and transformation of professional practices and contributes to the advancement of scientific knowledge.

Démarche d’accompagnement au sein du réseau de recherche collaborative LéAL

Rim Hammoud and Nina Hayfa
This study examines the support approach carried out within the collaborative research network LéAL (Places of Education Associated in Lebanon), highlighting its successes and challenges. This process, which unfolded in two distinct phases (2019-2022 and 2022-2023), was designed to support school actors from Lebanese schools, part of the LéAL network, in the design and implementation of interdisciplinary projects. It revolved around two postures, namely support and guidance (Jorro, 2011), in harmony with the actions of protecting and guiding (Paul, 2016). The article highlights the positive dynamics of this approach while recognizing the challenges overcome to promote a collaborative and evolving approach in the Lebanese educational context.

De l’action à la recherche... Pistes d’interventions pour familiariser des enseignantes du primaire à la démarche scientifique / De la acción a la investigación... Pistas de intervenciones para familiarizar a los profesores de primaria con el enfoque científico

Pascale Thériault and Marie-Christine Côté
Since 2019, our team has been working on the teaching of vocabulary and the development of lexical awareness in the first cycle of primary school. Comprising four teachers, a French educational consultant and a researcher, the team is working to transform teaching practices through action research. From the outset, the knowledge to be built up is disciplinary in nature, but knowledge relating to the scientific approach is also a concern for the researcher and the educational consultant. Actions taken at the start of the project, during its implementation and once it was completed, made various aspects of the scientific approach explicit. Some of the teachers' comments suggest that the actions taken were an opportunity to create a sense of belonging to the project and to demystify what action research is all about.

Implications dans la collaboration, quelles dynamiques ?

Caroline Paste and Aurore Promonet
Presentamos el trabajo colaborativo llevado a cabo en un colectivo no jerarquizado de profesionales de la enseñanza, de la formación y de la investigación. Este colectivo se enmarca institucionalmente en la red (Lieux d’éducation) asociada al Instituto francés de educación, en el seno de la Escuela Normal Superior de Lyon (Francia). Tras presentar el tema de la investigación, que reúne a profesores e investigadores para abordar conjuntamente sus respectivas problemáticas profesionales, mostramos cómo este tema y su tratamiento, a lo largo del tiempo de la colaboración, produce desplazamientos e incluso transformaciones, en particular estructurales en el grupo. Nuestra argumentación se basa en los registros escritos de la actividad colaborativa, que analizamos utilizando, en particular, una rúbrica de posicionamiento de colectivos (Ria y Jacq, 2018).

PIECES : un projet alliant recherche et intervention dans un processus d’innovation ouverte

Marie-Ève Blackburn, Frédérick Lapointe, Hélène Brassard, Manon Bergeron and Sophie Roy
Collaborative research means the partnership between research and intervention, and is an innovative approach to conducting research. It aims to establish a more symmetrical relationship between researchers and practitioners, fostering the co-creation of theoretical and experiential knowledge, thereby contributing to the advancement of knowledge in various fields. The Intercollegiate Project on Consent, Equality, and Sexuality (PIECES) is around the principles and foundations of collaborative research. PIECES provides a tangible illustration of how collaborative research can be an effective tool in addressing complex social issues, particularly sexual violence in college environments. The various stages of the project, ranging from investigation to awareness-building, highlight the diversity of conceivable approaches, as well as the facilitating factors and challenges associated with collaborative research.

Reconnaissance du savoir-agir professionnel en contexte de diversité ethnoculturelle et critique de pratiques discriminatoires : une « double posture » conciliable ?

Geneviève Audet and Véronique Grenier
This article proposes a methodological reflection on the use of narratives of practice in the research field of intervention in a context of ethnocultural, religious and linguistic diversity. It does so in the light of "critical perspectives", which have become essential in this field of research, and their epistemological postulates. More specifically, this article outlines theoretical, epistemological, and methodological issues involved in considering the posture of recognition, characterizing the research process associated with narratives of practice, and the critical posture. It also presents potential avenues for reconciling this "double posture". In conclusion, the article reaffirms the posture of recognition, especially when using narratives of practice collected within parameters that must be honored. Il also highlights the importance of having various perspectives in the same field of research.

Documenter le développement professionnel dans une recherche collaborative sur les travaux de groupe : entre vécus et représentations

Laurent Reynaud
This article shares an approach to informing the professional development at work among actors who engage education’s collaborative research. After four years of collaborative research about students' group work, a team of teachers and researchers wondered about the impact of their joint work. For this, the team clarified their meaning of the expression professional development, drawing on the work of Uwamariya and Mukamurera (2005). Then, the team wrote short texts testifying the impact of their participation in research on their professional development, which were subjected to a content analysis to identify their dimensions. It turns out that engagement in this research has imperceptibly modified the professional gestures and reciprocal representations of the actors involved. The research appears to have generated professional development that is difficult to define and to document. The investigation reveals some invariants and some avenues that question the deployment and operationalization of research.

Le rapport aux savoirs des chercheur·es et des intervenant·es des milieux scolaires qui réalisent des recherches participatives dans le contexte de l’école en réseau

Thérèse Laferrière, Marie-Claude Bernard, Stéphane Allaire, Sophie Nadeau-Tremblay and Sylvie Barma
This article examines the relationship to knowledge of school-based researchers and practitioners involved in participatory research. Questioning their relationship to knowledge along epistemological, axiological and praxeological axes, we asked ourselves whether it is necessary for the relationship to knowledge of members of the same (participatory) research team to be at relatively equivalent levels on all three axes to ensure that interaction between partners informs decision-making and consequent action. We used a concrete case of participatory research, the École en réseau, to answer this question. The results of the analysis highlighted distinctions under the three axes, underscoring the importance of bringing research culture and school culture closer together. To address this issue, we propose to rely on the concept of relational agency in activity theory.