Saberes profesionales y prevención de LME : reflexiones conceptuales y metodológicas que conducen a su identificación y a la génesis de su construcción

Ouellet, Sylvie; Vézina, Nicole

doi:10.4000/pistes.2260

Cited by 4 publications

(3 citation statements)

References 13 publications

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“…The task for those seeking to promote the learning of these skills is how to determine to what extent it is possible to refine ergonomic analysis of working activity to put into words this type of knowledge that is "recorded in the body and the movement" [free translation] (Adell 2011, p. 132) of workers. This knowledge, developed in practice, is mobilised in knowhow that is expressed as knowing how to "observe", "feel by touch", "listen", "smell" and "taste", all of which imply the existence of perceptual-motor reference points (Ouellet and Vézina 2008).…”

Section: Resultsmentioning

confidence: 99%

“…faster movements) or to encroach upon the downstream workspace at the end of the cycle. This example demonstrates that even in a highly repetitive task, a number of elements are considered together by the boners to construct their representation of the situation and guide their choice of actions (Ouellet and Vézina 2008). …”

Section: Analysing Activity To Understand the Reasons For Particular mentioning

confidence: 96%

“…This finding raises the question of learning difficulties that novices may encounter in work of this type, which involves perceptual-motor requirements. How can this Table 12.1 Points of information workers look for while carrying out the task and links with skills (number of workers out of six who mentioned the point) (Ouellet and Vézina 2008) Objectives Points looked for Visual Tactile Mental representation Mark out the "inside" piece with the knife Location of the "ball of the femur" in order to start beside it (1) Leaning on the bone (1) Shape of the bone in the meat (1) Location of the line of fat (white line) in order to follow it (4) Slide the knife through the correct places in other parts of the piece Location of the bone (3) Leaning on the bone (4) Difference in texture between meat and cartilage (1) Change in the shape of the bone (2) Insert the blade into the piece of meat to the correct depth Result after cutting (1) Bone diameter and thickness (2) Thickness of the bone (1) Hand/meat distance (dagger grip) or finger/ meat distance (other grips) (1) Anticipate obstacles associated with the bone Change in shape of the bone, which widens as it approaches the joint (1) Distance travelled by the knife in relation to mental representation of the length of non-visible bone (1) Hold the knife at the correct angle Shape of the bone (1) Leaning on the bone (2) Shape of the bone (2) perceptual-motor ability of experienced workers be developed without having to go through years of painful, laborious practice? In deboning, inserting the knife at the correct place reduces the effort required.…”

Section: Working With the Senses: The Body's Unconscious Knowledgementioning

confidence: 99%

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Francophone Perspectives of Learning Through Work

Filliettaz¹,

Billett²

2015

Professional and Practice-Based Learning

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Professional and practice-based learning brings together international research on the individual development of professionals and the organisation of professional life and educational experiences. It complements the Springer journal Vocations and Learning: Studies in vocational and professional education.Professional learning, and the practice-based processes that often support it, are the subject of increased interest and attention in the fields of educational, psychological, sociological, and business management research, and also by governments, employer organisations and unions. This professional learning goes beyond, what is often termed professional education, as it includes learning processes and experiences outside of educational institutions in both the initial and ongoing learning for the professional practice. Changes in these workplaces requirements usually manifest themselves in the everyday work tasks, professional development provisions in educational institution decrease in their salience, and learning and development during professional activities increase in their salience.There are a range of scientific challenges and important focuses within the field of professional learning. These include:-understanding and making explicit the complex and massive knowledge that is required for professional practice and identifying ways in which this knowledge can best be initially learnt and developed further throughout professional life. -analytical explications of those processes that support learning at an individual and an organisational level. -understanding how learning experiences and educational processes might best be aligned or integrated to support professional learning.The series integrates research from different disciplines: education, sociology, psychology, amongst others. The series is comprehensive in scope as it not only focusses on professional learning of teachers and those in schools, colleges and universities, but all professional development within organisations.More information about this series at

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Section: Resultsmentioning

confidence: 99%

Section: Analysing Activity To Understand the Reasons For Particular mentioning

confidence: 96%

Section: Working With the Senses: The Body's Unconscious Knowledgementioning

confidence: 99%

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Francophone Perspectives of Learning Through Work

Filliettaz¹,

Billett²

2015

Professional and Practice-Based Learning

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‘My whole body is at work’: the silence of gendered body techniques in cork industry in an era of automation

et al. 2022

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Engagement du corps et prévention des troubles musculosquelettiques dans la co-conception d’une formation initiale au métier de sellier

Body¹,

Vidal-Gomel²,

Simonet³

2022

Les Sciences De l'Éducation - Pour l'Ère Nouvelle

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En situation de travail, l’engagement du corps dans l’action peut s’avérer délétère et générer des troubles musculosquelettiques (TMS), portant atteinte aux individus et aux organisations. S’inscrivant dans une prévention primaire qui vise à réduire ce risque, l’Institut français du cheval et de l’équitation nous a commandé des vidéos pour la formation des selliers-harnacheurs, qui permettent d’intégrer cette préoccupation aux pratiques des formateurs. Notre objectif est ici de montrer comment, par la mise en place d’un processus itératif et participatif de co-conception de ces artefacts, nous avons cherché à réorienter le regard de ces professionnels devenus formateurs, vers la prise en compte de ces risques, malgré l’impossibilité d’avoir accès aux situations réelles de travail en entreprise. L’analyse clinique d’une séance d’allo-confrontation animée par la chercheure 4 met en évidence les déterminants du geste, dont certains sont facteurs de risques et d’autres des savoir-faire de prudence, l’amorce de transformations des représentations de certains d’entre eux mais aussi des obstacles à ces changements. Si ces résultats orientent le contenu des futures vidéos, ils constituent également des facteurs de conversion à prendre en compte car ils peuvent favoriser ou entraver la capacité des formateurs à s’approprier ces ressources et qui devront être pris en compte.

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Saberes profesionales y prevención de LME : reflexiones conceptuales y metodológicas que conducen a su identificación y a la génesis de su construcción

Cited by 4 publications

References 13 publications

Francophone Perspectives of Learning Through Work

Francophone Perspectives of Learning Through Work

‘My whole body is at work’: the silence of gendered body techniques in cork industry in an era of automation

Engagement du corps et prévention des troubles musculosquelettiques dans la co-conception d’une formation initiale au métier de sellier

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