23 research outputs found
Lâalternance : avec un point de vue anthropologique sur le travail
La confĂ©rence qui suit a Ă©tĂ© donnĂ©e devant les inspecteurs gĂ©nĂ©raux (IGEN) de la « voie professionnelle » en France. Les IGEN sont les conseillers du ministre de lâĂ©ducation nationale pour les programmes scolaires. LâexposĂ© veut montrer que, grĂące Ă un point de vue anthropologique sur le travail (celui de lâergologie), il est possible de rĂ©flĂ©chir Ă lâalternance dâune maniĂšre trĂšs nouvelle. On appelle « alternance » le fait dâorganiser la formation en partie dans une Ă©cole et en partie dans une entreprise. Lâobjectif est de lutter contre lâĂ©chec scolaire, en montrant que lâexpĂ©rience de lâĂ©cole et lâexpĂ©rience du travail ont un dĂ©nominateur commun : lâactivitĂ© humaine. En sâappuyant sur lâactivitĂ© de lâĂ©lĂšve, on peut lui redonner le goĂ»t dâapprendre
Les compĂ©tences transversales dâun point de vue ergologique
Comment considĂ©rer les compĂ©tences transversales en formation, et notamment en formation professionnelle ? Cette question cruciale renvoie selon nous Ă la prise en compte de la subjectivitĂ©, donc de lâactivitĂ©, dans le dĂ©veloppement des compĂ©tences : comment lâacteur est-il prĂ©sent dans son acte pour le transformer ? La subjectivitĂ© qui humanise lâacte et le transforme a Ă©tĂ© relĂ©guĂ©e par les diverses approches par compĂ©tences, logĂ©e Ă part pour ĂȘtre convoquĂ©e artificiellement, en dehors des actes â que par ailleurs dâautres prĂ©tendent dĂ©finir Ă lâavance. Les compĂ©tences transversales seront lĂ©gitimes dans le discours de la formation Ă condition de rester arrimĂ©es aux actes et toujours saisies pour ce quâelles disent de lâactivitĂ© humaine.How must we consider generic competencies in training, and especially in vocational training? To answer this important question in our view, one must take into account the subjectivity - and therefore the activity - of the person developing his (or her) skills: how does he (or she) commits to his (or her) own action in order to carry it out? Various competency-based approaches have disregarded this subjective dimension of action, or on the contrary they have substantified it as something existing apart from actions - in other words: as something one could call for artificially in some predefined actions. In this paper we contend that, to legitimately speak of generic competencies âin the area of vocational training, it is necessary to refer them each time to various specific concrete actions they are engaged into
GlossĂĄrio da ergologia
Introdução Este glossĂĄrio diz respeito a uma selecção de conceitos da abordagem ergolĂłgica, cujo entendimento poderĂĄ facilitar a leitura dos artigos apresentados. Trata-se de definiçÔes contextualizadas, nĂŁo seguindo portanto a lĂłgica de um dicionĂĄrio com referĂȘncias que se pretendem definitivas. Acção e actividade A acção tem um inĂcio e um fim determinados, ela pode ser identificada (gesto, marca), atribuĂda a uma decisĂŁo, sujeita a uma razĂŁo (exemplo : uma instrução Ă© uma lista de acçÔes)...
CompetĂȘncias, sofrimento e construção de sentido na atividade de auxiliares de enfermagem em Utin
Como abordar uma situação de trabalho em formação numa perspectiva ergológica
Texte rĂ©digĂ© Ă l'origine pour une confĂ©renceInternational audienceStarting from a working situation, the ergological approach allows characterising two levels of approaching a single reality: one that fits the very local and very present, the other one that recalls constantly antecedent norms, on a general level. Distinguishing these two levels allows finding their dialectics and taking advantage of it in professional training.En partant dâune situation de travail, lâapproche ergologique permet de distinguer deux niveaux dâapproche dâune seule rĂ©alitĂ© : lâun qui sâinscrit dans le trĂšs local et le trĂšs actuel, lâautre qui rappelle constamment les normes antĂ©cĂ©dentes, au plan gĂ©nĂ©ral. Distinguer ces deux niveaux (ancrage et repĂ©rage) permet ensuite de retrouver leur dialectique et dâen tirer parti en formation professionnelle.Partindo de uma situação de trabalho, a abordagem ergolĂłgica permite distinguir dois nĂveis de abordagem de uma sĂł realidade: um deles inscrito no muito local e no muito atual, e o outro que relembra constantemente as normas antecedentes, o plano geral. Distinguir estes dois nĂveis (ancoragem e referenciamento) permite em seguida, o reencontro da dialĂ©tica dos mesmos, e de se tirar partido na formação profissional
Experience of norms,Training, education and human activity
Dans la perspective de Canguilhem, l'expĂ©rience normative est le propre du vivant humain : " Tout homme veut ĂȘtre sujet de ses normes ". Quoi qu'on imagine en cherchant Ă imposer des cadres contraignants, l'ĂȘtre humain ne se laisse pas anticiper tel un automate. Il prend position face Ă la norme proposĂ©e, il a un point de vue forcĂ©ment singulier. L'ergologie dĂ©signe ce pouvoir normatif de l'humain par le terme d'activitĂ©. Notre thĂšse explore les consĂ©quences du concept en formation et en Ă©ducation. DĂšs lors que l'on exclut tout effet mĂ©canique des environnements normatifs, comment interprĂ©ter les difficultĂ©s portant sur les apprentissages de base et sur l'insertion sociale et professionnelle ? Quel est le rapport au savoir de ceux qu'on tient pour " inĂ©ducables " ? Comment rĂ©concilier l'effort de connaĂźtre avec l'effort de vivre ? Face Ă la performance des machines, comment dĂ©crire la spĂ©cificitĂ© humaine de la compĂ©tence ? L'expĂ©rience des normes " l'activitĂ© " n'est pas immĂ©diatement disponible en un point de vue construit et communicable. C'est un vĂ©ritable travail, un exercice Ă la fois de rigueur conceptuelle et d'humilitĂ© face Ă l'inĂ©dit de la vie. Ce retour d'activitĂ© s'organise sous certaines conditions dĂ©crites Ă partir d'une technique d'entretien fondĂ©e sur la double anticipation, saisie par repĂ©rage et ancrage. Les contenus recueillis donnent une idĂ©e des dĂ©bats de valeurs qui mĂ©diatisent toujours l'activitĂ© et les savoirs, prĂ©cisĂ©ment parce qu'un ĂȘtre humain n'applique jamais Ă la maniĂšre d'un ordinateur un programme ou un prescrit quelconque. S'entraĂźner Ă dĂ©couvrir sa propre activitĂ© est une voie pour faciliter les apprentissages et gagner en autonomieAccording to Canguilhem, experience of norms is peculiar to the human being : every man wants to be reason for his norms .A man's work cannot be fully foreseen as an automaton's task in spite of the organization attempts. The worker actually takes a stand on the proposed norm. He necessarily has a singular viewpoint. In the lexicon of ergology, this ability towards the norms is called activity . Our study analyses the consequences of this concept to vocational training and education. Our hypothesis rules out any mechanical effect of a normative environment. In this way of thinking, we can try to explain : a) the difficulties coming to the beginners with the basic skills and social integration ; b) the relation to knowledge among the young people seen as uneducable ; c) the need to retie the effort of knowing and the effort of living ; d) the importance of distinguishing the human competences from the machine's performance. Experience of norms or activity is not immediately expressed with structured speech. It is a real task to help someone to formulate his viewpoint. It requires both exactness and listening to perceive unforeseeable life. We suggest a method to interview people at work about their personal activity. It features two steps called location and deep rooting in time . We discover through the interview there are debates on values between activity and knowledge because the man never obeys orders like a computer does. To practise discovering one's own activity is a way not only to make learning easier but also to gain autonomy
Como abordar uma situação de trabalho em formação numa perspectiva ergológica
Texte rĂ©digĂ© Ă l'origine pour une confĂ©renceInternational audienceStarting from a working situation, the ergological approach allows characterising two levels of approaching a single reality: one that fits the very local and very present, the other one that recalls constantly antecedent norms, on a general level. Distinguishing these two levels allows finding their dialectics and taking advantage of it in professional training.En partant dâune situation de travail, lâapproche ergologique permet de distinguer deux niveaux dâapproche dâune seule rĂ©alitĂ© : lâun qui sâinscrit dans le trĂšs local et le trĂšs actuel, lâautre qui rappelle constamment les normes antĂ©cĂ©dentes, au plan gĂ©nĂ©ral. Distinguer ces deux niveaux (ancrage et repĂ©rage) permet ensuite de retrouver leur dialectique et dâen tirer parti en formation professionnelle.Partindo de uma situação de trabalho, a abordagem ergolĂłgica permite distinguir dois nĂveis de abordagem de uma sĂł realidade: um deles inscrito no muito local e no muito atual, e o outro que relembra constantemente as normas antecedentes, o plano geral. Distinguir estes dois nĂveis (ancoragem e referenciamento) permite em seguida, o reencontro da dialĂ©tica dos mesmos, e de se tirar partido na formação profissional
CĂłmo abordar una situaciĂłn de trabajo de un punto de vista ergolĂłgico
Avec lâapproche ergologique, Yves Schwartz
propose un nouveau modÚle de compréhension
des situations de travail. Il existe un Ă©cart entre
le prescrit et le réel, comme les ergonomes
lâon montrĂ©. Or, cet Ă©cart est pris en charge
par un travailleur avec ses initiatives. Ainsi le
travailleur est convoquĂ© par lâĂ©cart prescritrĂ©el,
mais loin de le rĂ©duire, il va lâaugmenter.
Câest comme cela que lâhistoire humaine
se fait. En comprenant mieux le travail, on
découvre aussi des pistes nouvelles pour agir
Experience of norms,Training, education and human activity
Dans la perspective de Canguilhem, l'expĂ©rience normative est le propre du vivant humain : " Tout homme veut ĂȘtre sujet de ses normes ". Quoi qu'on imagine en cherchant Ă imposer des cadres contraignants, l'ĂȘtre humain ne se laisse pas anticiper tel un auAccording to Canguilhem, experience of norms is peculiar to the human being : every man wants to be reason for his norms .A man's work cannot be fully foreseen as an automaton's task in spite of the organization attempts. The worker actually takes a sta