Relation to subjects in biographical research in education
DOI:
https://doi.org/10.21814/rpe.19731Keywords:
Biographical research in education; Posture; Subject; EmpowermentAbstract
This contribution intends to question the researcher's report to the actors-subjects of research, with regard to the specificities of biographical research in education. It is based on research carried out with several groups of middle school students and based on collective and individual biographical interviews and on written accounts of their school career. This research had two objectives: to understand the modalities of subjectivation of their educational path and orientation ; transform a situation in which the pupils had difficulties their path and orientation and in cooperating. It will be a question of presenting the implemented device as well as its epistemological and methodological framework and its epistemological and methodological framework then of analyzing the effects to understand the stakes of the relation of the researcher to the actors-subjects in biographical research.It will be highlighted that the specificities of this field of research invite on the one hand to register the investigation in a symmetrical meeting space, space of authorization, favorable to the development of the power to act of the actors and, on the other part, to develop an empathetic posture guaranteeing the respect of the actors and their empowerment.
Downloads
References
Bruner, J. (2010). Pourquoi racontons-nous des histoires ? Paris : Retz.
Delory-Momberger, C. (2014). De la recherche biographique en éducation. Fondements, méthodes, pratiques. Paris : Téraèdre.
Delory-Momberger, C. (2009). La condition biographique. Essais sur le récit de soi dans la modernité avancée. Paris : Téraèdre.
Dominicé, P. (1999). La compétence d’apprendre à l’âge adulte : lectures biographiques des acquis de la scolarité. Cahiers de la section des sciences de l’éducation, 87, pp. 1-21.
Janner, M. (2019). Empathie. In C. Delory-Momberger (coord.) Vocabulaire des histoires de vie et de la recherche biographique (pp.72-75). Toulouse : Érès.
Larrosa, J. (1998). Apprendre et être. Paris : ESF.
Le Bouëdec, G. (2007). Tous accompagnateurs ? Non : il n’y d’accompagnement que spirituel. In J.-P. Boutinet, (dir.). Penser l’accompagnement adulte (pp. 169-188). Paris : Presses Universitaires de France.
M’Biatong, J. (2019). La recherche biographique en éducation pour l’éthique. In A. Dizerbo, & J. M’Biatong, (coord.). Pour une éthique de l’accompagnement biographique, pp. 129-152. Paris : Téraèdre.
Rhéaume, J. (2019). Pouvoir d’agir. Empowerment. In C. Delory-Momberger, (coord.) Vocabulaire des histoires de vie et de la recherche biographique (pp. 127-129). Toulouse : Érès.
Ricoeur, P. (1990). Soi-Même comme un autre. Paris : Seuil.
Tap, P. (1980). Identité individuelle et personnalisation. Toulouse : Privat.
Downloads
Published
How to Cite
Issue
Section
License
1. The authors preserve their authorship and grant the Portuguese Journal of Education the right to the first publication. The work is licensed under Creative Commons Attribution License that allows sharing the work with the acknowledgment of initial authorship and publication in this Journal.
2. The authors have the right to take additional contracts separately, for non-exclusive distribution of the published version of their work (e.g. to deposit in an institutional repository or as a book chapter), acknowledging the initial authorship and publication in this Journal.
3. The authors have the permission and are stimulated to post their work online (e.g. in an institutional repository or on their personal website). They can do this at any phase of the editorial process, as it may generate productive changes, as well as increase impact and article citation (see The Open Citation Project).
The work is licensed under Attribution-ShareAlike 4.0 International (CC BY-SA 4.0)
