{"id":3218,"date":"2017-09-02T17:32:42","date_gmt":"2017-09-02T15:32:42","guid":{"rendered":"http:\/\/www.jacques-pain.fr\/jpwp\/?p=3218"},"modified":"2017-09-02T17:42:17","modified_gmt":"2017-09-02T15:42:17","slug":"recherches-et-evaluations-actives","status":"publish","type":"post","link":"http:\/\/www.jacques-pain.fr\/jpwp\/recherches-et-evaluations-actives\/","title":{"rendered":"Recherches et \u00e9valuations actives"},"content":{"rendered":"<p class=\"paragraph_style_1\" style=\"text-align: center;\"><span style=\"font-size: 18pt;\"><strong>Illustration et d\u00e9fense <\/strong><\/span><br \/>\n <span style=\"font-size: 18pt;\"><strong>de la P\u00e9dagogie\u00a0<span class=\"style_2\">de recherche<\/span>\u00a0 \u00ab active \u00a0\u00bb : <br \/>\n Olivier Brito<\/strong><\/span><\/p>\n<p><a href=\"http:\/\/www.jacques-pain.fr\/jpwp\/capture-decran-2017-09-02-a-16-54-26\/\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-3224 aligncenter\" src=\"http:\/\/www.jacques-pain.fr\/jpwp\/wp-content\/uploads\/2017\/09\/Capture-d\u2019e\u0301cran-2017-09-02-a\u0300-16.54.26-300x236.png\" alt=\"\" width=\"157\" height=\"125\" \/><\/a><\/p>\n<ol>\n<li class=\"full-width\">\n<p class=\"paragraph_style_6\"><span class=\"Puce\">\u2022\u00a0<\/span><a class=\"class1\" title=\"Les_Bourseaux.html\" href=\"http:\/\/www.jacques-pain.fr\/jacques-pain\/Les_Bourseaux.html\"><span class=\"style_3\">Devenir des anciens \u00e9l\u00e8ves de l\u2019\u00e9cole publique active des Bourseaux.<\/span><\/a>\u00a0Olivier Brito\u00a0<span class=\"style_4\">(<\/span><span class=\"style_5\">T)<\/span>\u00a0<\/p>\n<\/li>\n<li class=\"full-width\">\n<p class=\"paragraph_style_7\"><span class=\"Puce\">\u2022\u00a0<\/span><a class=\"class2\" title=\"Courcouronnes.html\" href=\"http:\/\/www.jacques-pain.fr\/jacques-pain\/Courcouronnes.html\">Le dispositif \u00abAlternative suspension\u00bb de Courcouronnes<\/a>.\u00a0<span class=\"style_6\">Olivier Brito<\/span><\/p>\n<\/li>\n<li><span class=\"Puce\">\u2022 La<\/span> recherche ARPI : \u00ab\u00a0Activit\u00e9s \u00e0 risques et p\u00e9dagogie institutionnelle\u00a0\u00bb\u00a0<br \/>\n <a href=\"http:\/\/www.calameo.com\/read\/0001620588307324368a7\" target=\"_blank\" rel=\"noopener\">Lire le r\u00e9sum\u00e9 de la recherche europ\u00e9enne<br \/>\n <\/a><a href=\"http:\/\/www.calameo.com\/read\/00016205841b770131d0c\" target=\"_blank\" rel=\"noopener\">Lire le rapport de recherche sur les 2 ans et demi de ARPI\u00a0<br \/>\n <\/a><strong>Olivier Brito<\/strong>, Jacques Pain<\/li>\n<\/ol>\n<p style=\"text-align: justify;\">Le projet ARPI propose une m\u00e9thodologie d\u2019intervention innovante destin\u00e9e aux \u00e9ducateurs, psychologues et travailleurs sociaux exer\u00e7ant aupr\u00e8s de jeunes inscrits dans des processus de rupture. Elle a fait l\u2019objet d\u2019\u00e9tudes ant\u00e9rieures, et d\u2019une th\u00e8se soutenue \u00e0 S\u00e9ville par Ricardo Martinez. Cette m\u00e9thodologie, n\u00e9e d\u2019un long processus de maturation combinant r\u00e9flexion th\u00e9orique et pratique, repose sur le postulat de base suivant\u00a0: une intervention n\u2019a de sens que si elle offre aux jeunes les moyens de r\u00e9investir dans la vie quotidienne les ressources mobilis\u00e9es dans le cadre de l\u2019intervention. Le mod\u00e8le ARPI est donc con\u00e7u dans une perspective pragmatique qui doit permettre aux jeunes de mieux faire face \u00e0 leurs probl\u00e8mes quotidiens.<\/p>\n<p>\u00a0 \u00a0 3.\u00a0<span class=\"Puce\">\u2022 M\u00e9thodologie :\u00a0<\/span><span class=\"s1\">La \u00abGrounded Theory\u00bb&#8230;.cf Glaser et Strauss, Corbin<\/span><\/p>\n<table style=\"width: 439px; height: 161px;\">\n<tbody>\n<tr style=\"height: 100.062px;\">\n<td style=\"height: 100.062px; width: 181px;\">\n<div style=\"width: 176px;\" class=\"wp-video\"><!--[if lt IE 9]><script>document.createElement('video');<\/script><![endif]-->\n<video class=\"wp-video-shortcode\" id=\"video-3218-1\" width=\"176\" height=\"144\" preload=\"metadata\" controls=\"controls\"><source type=\"video\/mp4\" src=\"http:\/\/www.jacques-pain.fr\/jpwp\/wp-content\/uploads\/2017\/09\/Brito-youtube-partie-1-BON1-1-copie.m4v?_=1\" \/><a href=\"http:\/\/www.jacques-pain.fr\/jpwp\/wp-content\/uploads\/2017\/09\/Brito-youtube-partie-1-BON1-1-copie.m4v\">http:\/\/www.jacques-pain.fr\/jpwp\/wp-content\/uploads\/2017\/09\/Brito-youtube-partie-1-BON1-1-copie.m4v<\/a><\/video><\/div>\n<p>Partie 1<\/p>\n<\/td>\n<td style=\"height: 100.062px; width: 206px;\">\n<div style=\"width: 176px;\" class=\"wp-video\"><video class=\"wp-video-shortcode\" id=\"video-3218-2\" width=\"176\" height=\"144\" preload=\"metadata\" controls=\"controls\"><source type=\"video\/mp4\" src=\"http:\/\/www.jacques-pain.fr\/jpwp\/wp-content\/uploads\/2017\/09\/Brito-youtube-partie-2-BON-1_2-copie.m4v?_=2\" \/><a href=\"http:\/\/www.jacques-pain.fr\/jpwp\/wp-content\/uploads\/2017\/09\/Brito-youtube-partie-2-BON-1_2-copie.m4v\">http:\/\/www.jacques-pain.fr\/jpwp\/wp-content\/uploads\/2017\/09\/Brito-youtube-partie-2-BON-1_2-copie.m4v<\/a><\/video><\/div>\n<p>Partie 2<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p class=\"p1\"><span style=\"font-size: 12pt;\"><em><span class=\"s1\"><b>La GROUNDED THEORY <\/b><\/span><\/em><\/span><\/p>\n<p class=\"p2\" style=\"text-align: justify;\"><span class=\"s1\" style=\"font-size: 12pt;\">La grounded theory, \u00e9galement qualifi\u00e9e de th\u00e9orie enracin\u00e9e, se r\u00e9f\u00e8re simultan\u00e9ment \u00e0 une th\u00e9orie, \u00e0 une m\u00e9thode d&rsquo;enqu\u00eate qualitative et \u00e0 la production finale de cette enqu\u00eate. Elle repose sur le postulat suivant\u00a0: les chercheurs peuvent et doivent d\u00e9velopper de la th\u00e9orie \u00e0 partir de donn\u00e9es de terrain. La grounded theory va donc diff\u00e9rer d\u2019autres approches de terrain telles que l\u2019ethnographie, car l\u2019objectif n\u2019est pas de produire une description dense et d\u00e9taill\u00e9e d\u2019une situation particuli\u00e8re, mais au contraire de \u00ab\u00a0d\u00e9couvrir\u00a0\u00bb une th\u00e9orie pouvant \u00eatre transf\u00e9r\u00e9e \u00e0 d\u2019autres configurations. On parle de th\u00e9orie de moyenne port\u00e9e.<span class=\"Apple-converted-space\">\u00a0 <\/span>Si traditionnellement le travail du chercheur de terrain repose sur la description, dans le cadre de la grounded theory, la mission reposera au contraire sur l\u2019abstraction. En tant que m\u00e9thode, la th\u00e9orie enracin\u00e9e s\u2019appuie sur un ensemble de proc\u00e9d\u00e9s syst\u00e9matiques. L\u2019analyse et la collecte des donn\u00e9es se r\u00e9alisent en tandem, le chercheur effectue un aller-retour constant entre ces deux op\u00e9rations. L\u2019ensemble des mat\u00e9riaux de recherche sera codifi\u00e9 selon une proc\u00e9dure standardis\u00e9e qui est \u00e0 la fois inductive et comparative. Lors de la premi\u00e8re phase de codage, l\u2019objectif est de d\u00e9gager des cat\u00e9gories \u00e0 partir des mat\u00e9riaux de terrain bruts, on parle alors de codage primaire. On cherchera \u00e0 raffiner ces cat\u00e9gories en identifiant leurs propri\u00e9t\u00e9s. Lorsque ces propri\u00e9t\u00e9s seront pr\u00e9cis\u00e9es et que les relations entre les diff\u00e9rentes cat\u00e9gories seront identifi\u00e9es, le chercheur passera au niveau d\u2019abstraction sup\u00e9rieur, celui de la conceptualisation. Les cat\u00e9gories primairement enracin\u00e9es dans les donn\u00e9es de terrain deviendront progressivement des concepts abstraits. Ce processus est identifi\u00e9 comme \u00e9tant celui du codage axial. Il s\u2019agit d\u2019explorer les propri\u00e9t\u00e9s des concepts et les relations pouvant exister avec d\u2019autres concepts, en d\u2019autres termes, le chercheur naviguera autour de l\u2019axe des concepts.<span class=\"Apple-converted-space\">\u00a0 <\/span>Dans la derni\u00e8re phase de raffinement, le chercheur passera progressivement d\u2019un stade conceptuel vers un stade th\u00e9orique. Le niveau d\u2019abstraction s\u2019accro\u00eet jusqu\u2019\u00e0 saturation. L\u2019objectif final du chercheur est de d\u00e9couvrir une cat\u00e9gorie centrale pouvant \u00eatre reli\u00e9e \u00e0 l\u2019ensemble des concepts et cat\u00e9gories qui se sont jusqu\u2019\u00e0 pr\u00e9sent d\u00e9gag\u00e9s. Cette cat\u00e9gorie centrale sera un v\u00e9ritable fil conducteur autour duquel va se construire la th\u00e9orie finale. On parle alors de codage s\u00e9lectif.\u00a0<\/span><\/p>\n<p class=\"p2\"><span class=\"s1\">Bibliographie indicative <\/span><\/p>\n<p class=\"p2\" style=\"text-align: justify;\"><span style=\"font-size: 12pt;\"><span class=\"s1\">Aldiabat, K., &amp; Le Navenec, C.-L. (2011). Clarification of the Blurred Boundaries between Grounded Theory and Ethnography: Differences and Similarities. Turkish Online Journal of Qualitative Inquiry, 2(3).<br \/>\n <\/span>Annells, M. (1996). Grounded theory method: Philosophical perspectives, paradigm of inquiry, and postmodernism. Qualitative Health Research, 6(3), 379. Retrieved from <span class=\"s2\"><a href=\"http:\/\/search.ebscohost.com\/login.aspx?direct=true&amp;db=aph&amp;AN=9609226919&amp;lang=fr&amp;site=ehost-live\">http:\/\/search.ebscohost.com\/login.aspx?direct=true&amp;db=aph&amp;AN=9609226919&amp;lang=fr&amp;site=ehost-live<br \/>\n <\/a><\/span>Bryant, A., &amp; Charmaz, K. (2007). The SAGE handbook of grounded theory. Los Angeles; London: SAGE.<\/span><br \/>\n <span style=\"font-size: 12pt;\">Charmaz, K. (2006). Constructing grounded theory\u202f: a practical guide through qualitative analysis. London; Thousand Oaks, Calif.: Sage Publications.<\/span><br \/>\n <span style=\"font-size: 12pt;\">Charmaz, K., &amp; Mitchell, R. (2001). Grounded Theory in Ethnography. In P. Atkinson, S. Coffey, J. Delamont, &amp; L. Lofland (Eds.), Handbook of Ethnography (pp. 160-174). London.<\/span><br \/>\n <span style=\"font-size: 12pt;\">Clarke, A. (2005). Situational Analysis: Grounded Theory After the Postmodern Turn. Thousand Oaks, CA: Sage.<\/span><br \/>\n <span style=\"font-size: 12pt;\">Dey, I. (1999). Grounding Grounded Theory. Social Work. Academic Press.<\/span><br \/>\n <span style=\"font-size: 12pt;\">Dubar, C., &amp; Demazi\u00e8re, D. (1997). E. C. Hughes, initiateur et pr\u00e9curseur critique de la Grounded Theory. Soci\u00e9t\u00e9s contemporaines, 49-55. Centre d\u2019\u00e9tudes et de recherches internationales. Retrieved from <span class=\"s2\"><a href=\"http:\/\/www.persee.fr\/web\/revues\/home\/prescript\/article\/socco_1150-1944_1997_num_27_1_1457\">http:\/\/www.persee.fr\/web\/revues\/home\/prescript\/article\/socco_1150-1944_1997_num_27_1_1457<br \/>\n <\/a><\/span>Glaser, B. (1978). Theoretical sensitivity\u202f: advances in the methodology of grounded theory. Mill Valley, Calif.: Sociology Press.<\/span><br \/>\n <span style=\"font-size: 12pt;\">Glaser, B. (1992). Emergence vs forcing\u202f: basics of grounded theory analysis. Mill Valley, CA: Sociology Press.<\/span><br \/>\n <span style=\"font-size: 12pt;\">Glaser, B. (2001). The grounded theory perspective: conceptualization contrasted with description. Mill Valley, Calif.: Sociology Press.<\/span><br \/>\n <span style=\"font-size: 12pt;\">Glaser, B., &amp; Holton, J. (2004). Remodeling Grounded Theory. Forum: Qualitative Social Research, 5(2), 1-17. Forum Qualitative Social Research. Retrieved from <span class=\"s2\"><a href=\"http:\/\/search.ebscohost.com\/login.aspx?direct=true&amp;db=sih&amp;AN=14616446&amp;lang=fr&amp;site=ehost-live\">http:\/\/search.ebscohost.com\/login.aspx?direct=true&amp;db=sih&amp;AN=14616446&amp;lang=fr&amp;site=ehost-live<br \/>\n <\/a><\/span>Glaser, B., &amp; Strauss, A. (1965). Awareness of Dying. Chicago: Aldine.<\/span><br \/>\n <span style=\"font-size: 12pt;\">Glaser, B., &amp; Strauss, A. (1967). The Discovery of Grounded Theory: Strategies or Qualitative Research. Chicago: Aldine.<\/span><\/p>\n<p class=\"p2\" style=\"text-align: justify;\"><span class=\"s1\" style=\"font-size: 12pt;\">Guillemette, F. (2006). L \u2019approche de la Grounded Theory\u202fpour innover\u202f? Recherches Qualitatives, 26(1), 32-50. Recherches qualitatives. doi:10.4074\/S0003503306003058<\/span><\/p>\n<p class=\"p2\" style=\"text-align: justify;\"><span style=\"font-size: 12pt;\"><span class=\"s1\">Morse, J. M., Stern, P. N., Corbin, J. M., Charmaz, K., Bowers, B., &amp; Clarke, A. (2009). Developing Grounded Theory: The Second Generation. (J. Morse, P. Noerager Stern, J. Corbin, B. Bowers, K. Charmaz, &amp; E. Clarke, Eds.) (pp. 127-149). Left Coast Press. Retrieved from <span class=\"s2\"><a href=\"http:\/\/www.amazon.co.uk\/dp\/1598741934\">http:\/\/www.amazon.co.uk\/dp\/1598741934<br \/>\n <\/a><\/span><\/span>Strauss, A. (1987). Qualitative Analysis for Social Scientist. Cambridge: Cambridge University Press.<\/span><br \/>\n <span style=\"font-size: 12pt;\">Strauss, A., &amp; Corbin, J. (1990). Basics of qualitative research\u202f: grounded theory procedures and techniques. Newbury Park, Calif.: Sage Publications.<\/span><br \/>\n <span style=\"font-size: 12pt;\">Strauss, A., &amp; Corbin, J. (1994). Grounded Theory Methodology: An Overview. In N. Denzin &amp; Y. Lincoln (Eds.), The Handbook of Qualitative Research. Thousand Oaks, CA: Sage.<\/span><br \/>\n <span style=\"font-size: 12pt;\">Tavory, I., &amp; Timmermans, S. (2009). Two cases of ethnography: Grounded theory and the extended case method. Ethnography. Retrieved from 10.1177\/1466138109339042<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Illustration et d\u00e9fense de la P\u00e9dagogie\u00a0de recherche\u00a0 \u00ab active \u00a0\u00bb : Olivier Brito \u2022\u00a0Devenir des anciens \u00e9l\u00e8ves de l\u2019\u00e9cole publique active des Bourseaux.\u00a0Olivier Brito\u00a0(T)\u00a0 \u2022\u00a0Le dispositif \u00abAlternative suspension\u00bb de Courcouronnes.\u00a0Olivier Brito \u2022 La recherche ARPI : \u00ab\u00a0Activit\u00e9s \u00e0 risques et p\u00e9dagogie institutionnelle\u00a0\u00bb\u00a0 Lire le r\u00e9sum\u00e9 de la recherche europ\u00e9enne Lire le rapport de recherche sur [&hellip;]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[9],"tags":[],"_links":{"self":[{"href":"http:\/\/www.jacques-pain.fr\/jpwp\/wp-json\/wp\/v2\/posts\/3218"}],"collection":[{"href":"http:\/\/www.jacques-pain.fr\/jpwp\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"http:\/\/www.jacques-pain.fr\/jpwp\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"http:\/\/www.jacques-pain.fr\/jpwp\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"http:\/\/www.jacques-pain.fr\/jpwp\/wp-json\/wp\/v2\/comments?post=3218"}],"version-history":[{"count":3,"href":"http:\/\/www.jacques-pain.fr\/jpwp\/wp-json\/wp\/v2\/posts\/3218\/revisions"}],"predecessor-version":[{"id":3232,"href":"http:\/\/www.jacques-pain.fr\/jpwp\/wp-json\/wp\/v2\/posts\/3218\/revisions\/3232"}],"wp:attachment":[{"href":"http:\/\/www.jacques-pain.fr\/jpwp\/wp-json\/wp\/v2\/media?parent=3218"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"http:\/\/www.jacques-pain.fr\/jpwp\/wp-json\/wp\/v2\/categories?post=3218"},{"taxonomy":"post_tag","embeddable":true,"href":"http:\/\/www.jacques-pain.fr\/jpwp\/wp-json\/wp\/v2\/tags?post=3218"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}