7 research outputs found
Modelagem teórica da experiência mimética e “Curso de ação” : análise de situações de formação na educação, na saúde e no desporto
Este artigo apresenta uma reflexĂŁo teĂłrica para estudar os processos de aprendizagem-desenvolvimento no trabalho em ambientes de formação que confrontam intencionalmente o formando com o mundo dos outros. Estes ambientes, concebidos a partir de filmes de trabalho real ou de observação em situação de simulação e/ou práticas acompanhadas, exigem a articulação de processos mimĂ©ticos, reflexivos, projetivos e lĂşdicos. Durante o perĂodo 2011-2020, foram realizados trĂŞs estudos relativos a situações de formação em vĂdeo e/ou simulação em diferentes áreas profissionais (formação de professores, parteiras, chefes de equipa) no quadro de um programa de pesquisa empĂrica conhecido como o “Curso de ação” ou de “antropologia cultural ativa”. Um modelo teĂłrico foi desenvolvido para dar conta desses processos silenciosos e complexos de mimese social que ligam experiĂŞncias vividas pelos atores (imersĂŁo, imitação, emulação, ser semelhante, representação, antecipação). Essa redução teĂłrica baseada na hexatomia da unidade de ação abre pistas metodolĂłgicas que permitem compreender melhor as dimensões implĂcitas da atividade corporal e sensĂvel, muito presentes nessa relação com o mundo dos outros, e, ao mesmo tempo, compreender melhor as condições de performatividade da ação (mimese como recuperação criativa vs mimetização como cĂłpia da realidade).Este artĂculo presenta una reflexiĂłn teĂłrica para estudiar los procesos de aprendizaje-desarrollo que se ponen en marcha en contextos de formaciĂłn que deliberadamente hacen que los participantes de Ă©sta se enfrenten al mundo del otro. Esos contextos, concebidos a partir de filmaciones de trabajo real o de la observaciĂłn en una situaciĂłn de simulaciĂłn y/o de prácticas acompañadas, requieren de la articulaciĂłn de procesos mimĂ©ticos, reflexivos, proyectivos y lĂşdicos. Durante el perĂodo 2011-2020, en el marco del programa de investigaciĂłn empĂrica llamado “Curso de acciĂłn” o de “antropologĂa cultural enactiva”, se llevaron a cabo tres estudios relativos a situaciones de video-formaciĂłn y/o de simulaciĂłn en ámbitos profesionales diferentes (formaciĂłn de docentes, de matronas y de conductores de carruajes). Para dar cuenta de esos procesos de mĂmesis social silenciosos y complejos que ponen en relaciĂłn experiencias vividas por los actores (inmersiĂłn, imitaciĂłn, emulaciĂłn, hacer lo mismo, representaciĂłn, anticipaciĂłn), se desarrollĂł una modelizaciĂłn teĂłrica. Esta reducciĂłn teĂłrica basada en la hexatomia de la unidad de acciĂłn abre pistas metodolĂłgicas que permiten al mismo tiempo, captar mejor las dimensiones implĂcitas de la actividad corporal y sensible muy presentes en esa relaciĂłn con el mundo del otro y, a la vez, comprender mejor las condiciones de performatividad de la acciĂłn (mĂmesis como repeticiĂłn creativa vs mimetismo como copia de lo real).Cet article prĂ©sente une rĂ©flexion thĂ©orique pour Ă©tudier les processus d’apprentissage-dĂ©veloppement Ă l’œuvre dans des environnements de formation qui confrontent intentionnellement les formĂ©s au monde d’autrui. Ces environnements conçus Ă partir de films du travail rĂ©el ou Ă partir d’observation en situation de simulation et/ou de pratiques accompagnĂ©es, sollicitent l’articulation de processus mimĂ©tiques, rĂ©flexifs, projectifs et ludiques. Au cours de la pĂ©riode 2011-2020, trois Ă©tudes relatives Ă des situations de vidĂ©oformation et/ou de simulation dans des domaines professionnels diffĂ©rents (formation d’enseignants, de sages-femmes, de meneurs d’attelage de chevaux) ont Ă©tĂ© conduites dans le cadre du programme de recherche empirique dit du “ Cours d’action » ou d’” anthropologie culturelle enactive ». Une modĂ©lisation thĂ©orique a Ă©tĂ© dĂ©veloppĂ©e pour rendre compte de ces processus de mimĂ©sis sociale silencieux et complexes de mises en relation d’expĂ©riences vĂ©cues par les acteurs (immersion, imitation, Ă©mulation, faire le semblable de, reprĂ©sentation, anticipation). Cette rĂ©duction thĂ©orique basĂ©e sur l’hexatomie de l’unitĂ© d’action ouvre des pistes mĂ©thodologiques Ă la fois pour mieux saisir les dimensions implicites de l’activitĂ© corporelle et sensible très prĂ©sentes dans ce rapport au monde d’autrui et, en mĂŞme temps, permet de mieux comprendre les conditions de performativitĂ© de l’action (mimĂ©sis comme reprise crĂ©ative vs mimĂ©tisme comme copie du rĂ©el).This paper presents a theoretical reflection to study the processes of work learning and development proceeding in the training environments which intentionally bring together the trainees to other people’s world. These environments are built up from movies of real work or from observations in simulating and/or supported practices situations. These environments seek articulation between mimetic, reflexive, projective and ludic processes. Over the 2011-2020 period, three studies regarding video-training and/or simulation situations in various professional fields (teachers, midwifes and carriage drivers training) have been led within the framework of the empirical research program known as the “Course of action” or “enactive cultural anthropology”. A theoretical modelling has been developed to account for these silent and complex social mimesis processes of linking agents experiences (immersion, imitation, emulation, “acting similarly to”, representation, anticipation). This theoretical reduction based on the hexatomy of the course of action unit opens up some methodological paths to both better comprehend the implicit dimensions of body and sensitive activity, very active in this relation to other’s world, and to better understand the performativity conditions of action (mimesis as a creative remake vs mimesis as a copy of reality)
Envisager une ethnographie énactive ? Réflexions illustrées
Se présentant comme une contribution aux réflexions envisageant l’élaboration d’une ethnographie énactive, cet article interroge la place et le rôle des méthodes ethnographiques usuelles dans le programme de recherche « cours d’action » (PRCA). Pointant à la fois les compatibilités et les écarts théoriques entre l’ontologie qui préside à l’enquête de terrain et celle qui sous-tend les recherches conduites dans le cadre du PRCA, il tente, à partir d’illustrations tirées de recherches empiriques, de préciser les façons dont il apparaît possible de travailler à partir de la construction et de l’analyse de données psycho-phénoménologiques et/ou de données ethnographiques. Dans l’ensemble, ce texte s’attache à proposer des moyens qui ont été mis au point, ou qui sont mis au point par les chercheurs intéressés par le fait de garantir un primat de l’activité. Il défend qu’idéalement, ces moyens consistent en une dialectique entre données intrinsèques et données extrinsèques qui se soucient de l’intrinsèque.As a contribution to reflections on the elaboration of an enactive ethnography, this article questions the place and role of standard ethnographic methods in the Course-of-Action Research Programme (CARP). It points out both the compatibilities and the theoretical differences between the ontology which presides over field surveys and that which underpins the research carried out within the CARP framework. Using illustrations drawn from empirical research, it attempts to specify the ways in which it appears possible to work on the basis of the construction and analysis of psycho-phenomenological and/or ethnographic data. Overall, this text aims at proposing means that have been developed, or are being developed, by researchers interested in ensuring the primacy of the activity. It argues that ideally these means consist of a dialectic between intrinsic and extrinsic data that are concerned with the intrinsic
Design and Evaluation of a Novel Haptic Interface for Horse-Drawn Carriage Simulation
Animal welfare has become an increasingly important concern in the sports field. Learning horse-drawn carriage driving requires much time and effort for both the drivers and the horses because the associated gestures to avoid harming the horses are difficult to acquire. This raises the need to develop realistic simulation environments for future drivers. To this end, two haptic interface prototypes were designed, coupled with dedicated simulation software. The first was developed based on a SPIDAR haptic device and implemented simple behaviors of the carriage. A user study demonstrated interest in such a simulator, which led to the design of a second prototype, on a different architecture than the first prototype, for integrating more precise laws of horse behavior such as mood and allowing a more subtle control of forces. An evaluation with driving learners revealed that the simulator was capable of not only producing sensations close to reality but also improving the interaction between the trainer and the learner.This work was supported by the Ifce and SAHn under grant no. 2016-17-007
Modélisation théorique de l’expérience mimétique et cours d’action : analyse de situations de formation en enseignement, santé, et sport
This article presents a theoretical reflection on the study of processes of learning and development at work in the training environments which intentionally cause trainees to consider other peoples’ worlds. These environments are based on videos of real work or on the in-situ observation of simulations and/or supported accompanied practices. They solicit articulation between mimetic, reflexive, projective and play processes. Over the 2011-2020 period, three studies on video-training and/or simulation situations in various professional fields (teachers, midwifes and carriage drivers training) were carried out within the framework of the empirical research program known as the “Course of action” (Theureau, 2004, 2006) or as “enactive cultural anthropology” (Theureau, 2015). Theoretical modelling was developed to account for these silent and complex social mimesis processes (Wulf, 2007) of linking agents’ experiences (immersion, imitation, emulation, “acting similarly to”, representation, anticipation). This theoretical reduction based on the hexatomy of the course of action unit opens up some methodological paths to both better comprehend the implicit dimensions of physical and sensitive activity, that are very highly active in this relation to the world of others and to better understand the conditions of action performativity (mimesis as a creative remake vs mimesis as a copy of reality)
Apprendre Ă conduire un attelage avec le simulateur interactif coMtactS
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Le programme de recherche cours d’action
Le lecteur, dans ce numéro de la revue Activités, trouvera quatre articles en varia ainsi que la première partie d'un dossier sur le programme de recherche "cours d'action". La deuxième partie de ce dossier sera publiée en avril 2021. Une recension d'ouvrage est également présente dans ce numéro V17-2. Nous vous souhaitons bonne lecture