Développer un discours d'expérience sur le travail : contribution à une analyse des discours et des interactions en situation d’accompagnement à la Validation des Acquis de l’Expérience

Abstract : At the interface of the work, vocational training, and guidance for professional career paths, the guidance practices for Accreditation of Prior Learning (APL) are based on an activity whose properties have been gradually formalized and developed, since the introduction of the legislative framework in 2002, thanks to the actors of the field themselves. While discussions are now committed at the university to create pathways to certification, such as to permit access to the profession, we believe that a thorough research on the work activity of guidance practices in Accreditation of Prior Learning may contribute to the design of training devices addressed to advisers in order to assist candidates in their preparation. Based on ethnographic observations conducted in a training organization in the field of Social Work, our data consists of audio recordings of guidance interviews between advisers and candidates. Firstly, the research focused on discourses of experience produced by candidates and advisers. We analyzed them separately from interactional context in which they are produced. From a textual, discursive and enunciative perspective, we are interested in the characteristics of the discourses of experience to understand the activity they involve from the point of view of the actors, the experiences they summon, and the fictional activity areas’ emergence (the space of educational work, the space of writing activity the APL file, the jury APL space). Then, the research focused on interactions between advisers and candidates in guidance interviews, in order to understand how the dialogical activity they underlie, contributes to the development of the candidate’s discourse of experience about his work. An analysis of the trajectories of the actors engaging in the activity shows that different dialogic configurations (educator / educator; adviser / candidate; appraiser / appraisee) take place during the dialogue between the adviser and the candidate, which are like a support for the development of candidate’s thought and discourse about his work. These dialogic configurations are manifested by voices staging that summon past experiences, expected or imagined, associated with fictional activity areas separated from the guidance situation. Because they allow the candidate to engage in fictitious dialogues by reconfiguring the places taken in the relationship, these dialogic configurations give access to interpretative movements in thought and speech of the candidate's activity, and they enable a transformation of the point of view focused on the professional activity.
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Vanessa Rémery. Développer un discours d'expérience sur le travail : contribution à une analyse des discours et des interactions en situation d’accompagnement à la Validation des Acquis de l’Expérience. Education. Conservatoire national des arts et metiers - CNAM, 2015. Français. ⟨NNT : 2015CNAM1051⟩. ⟨tel-01972661⟩

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