Dispositifs de recherche-formation-action pour et sur le développement agricole et territorial

Abstract

Dans les dispositifs de « Recherche-Formation-Action », la formation est conçue comme un processus de médiation entre chercheurs et acteurs du développement territorial et un moteur de leurs interactions. A travers la diversité des mises en oeuvre de tels dispositifs, au sein du département INRA-SAD (Sciences pour l'action et le développement) nous montrons les différentes facettes théoriques et méthodologiques de cette approche. Notre analyse permet de caractériser et formaliser les implications des chercheurs dans la formation, qu'elle soit initiale, continue, ou dans l'accompagnement d'acteurs de terrain. La typologie des pratiques de recherche-formation-action proposée ici spécifie les nouvelles compétences à développer par les praticiens de la recherche pour intervenir dans le développement agricole et territorial.

Studying Social Uses of 3D Geovisualizations: Lessons Learned from Action-Research Projects in the Field of Flood Mitigation Planning

“…Interestingly, this notion of intermediary objects has been used for many years by sociologists to study the use of various technical objects. As far as spatial representations used in urban planning are concerned, this notion was partly used in a few scientific studies [14,44] in order to characterize the uses of given spatial representations. Nevertheless, its use was always limited in the sense that only one use was considered for a given spatial representation in a given situation, setting aside the potentially transitory aspect of the notion, which allows for a technical object to have successive roles during a single course of action [45,46].…”

“…They indeed consider those images as a mere political mean of communicating serving elected representatives' own interests [10], or, worse, as producing a visual illusion that can dupe citizens and prevent them to think about what is presented to them [11,12]. Others assert that 3D geovisualizations, being "realistic", are simply used for the communication of information and seem to consider this information is received straightforwardly by their audience, or at least, more straightforwardly than 2D representations [13,14].…”

Agroecological Transitions: From Theory to Practice in Local Participatory Design

“…Some are both simultaneously. While the collective learning process is examined critically with respect to the actors, it would also be useful to question it with respect to the researchers, or even the students involved in the action-research-training devices (Lardon 2009), supposing the experiment renews not only knowledge but also capabilities (Lardon et al 2015).…”

The coexistence of agricultural and food models at the territorial scale: an analytical framework for a research agenda

“… 7 This includes all the activities that form part of territorial dynamics, including agricultural and food activities, and concerns all of the territory’s stakeholders, across all sectors of activity (Lardon et al 2015 ). …”

“…We do not consider here models defined as mathematical formalisms which relate variables included in descriptive, normative or predictive explanatory equations dealing with food and/or agriculture.6 A cognitive and normative framework shared by actors that provides keys for interpreting reality and, as a result, guides public action(Muller 1990). 7 This includes all the activities that form part of territorial dynamics, including agricultural and food activities, and concerns all of the territory's stakeholders, across all sectors of activity(Lardon et al 2015).8 The case studies presented during the Format seminars were structured around 'situations of coexistence' (actors/systems interacting around specific objects in a given setting).…”