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Pour une conception piagétienne de la compétence tacite : Étude de la dyade situation -métacognition

Author

Listed:
  • Mohamed Ali Abdelwahed

    (CEPN - Centre d'Economie de l'Université Paris Nord - UP13 - Université Paris 13 - USPC - Université Sorbonne Paris Cité - CNRS - Centre National de la Recherche Scientifique)

  • Luc Marco

    (CEPN - Centre d'Economie de l'Université Paris Nord - UP13 - Université Paris 13 - USPC - Université Sorbonne Paris Cité - CNRS - Centre National de la Recherche Scientifique)

  • Stefka Mihaylova

    (CEPN - Centre d'Economie de l'Université Paris Nord - UP13 - Université Paris 13 - USPC - Université Sorbonne Paris Cité - CNRS - Centre National de la Recherche Scientifique)

Abstract

Nous nous intéressons dans ce papier aux compétences tacites mobilisées dans la relation de service. Ceci nécessite un compromis entre deux conceptions de la connaissance qui diffèrent assez fondamentalement : les tenants de la cognition située et les tenants des représentations mentales. Ainsi, nous essayerons dans cette recherche de développer une conception piagétienne de la compétence, s'inspirant de la cognition située et de l'ethnométhodologie, mettant la situation vécue et l'action au centre de l'analyse. Notre réflexion sur les compétences tacites s'enracine dans les approches théoriques qui mettent au centre le concept de situation (Jonnaert, 2006 ; Journé et Raulet-Croset, 2008) et de la métacognition (Flavell, 1976 ; Brown, 1987 ; Sperber, 1994). Ces dernières sont tout à fait cohérentes avec les approches contextualisées et situées de la compétence (Dewey, 1993 ; Leplat et Montmollin, 2001), qui arguent du fait que les compétences mobilisées naissent de la confrontation à un contexte, et du sens donné par les acteurs aux situations auxquelles ils sont confrontés. Les tenants de la cognition située cherchent notamment à prendre en compte toute la partie de la cognition qui, échappant au raisonnement, est directement déterminée par la situation que vit l'acteur. Les résultats obtenus à l'issue d'une enquête ethnométhodologique au sein de la SNCF lève le voile sur le rôle primordial que joue la métacompétence in situ dans l'architecture du concept étudié. Mots clés : Compétence tacite – métacompétence – situation – relation de service – SNCF.

Suggested Citation

  • Mohamed Ali Abdelwahed & Luc Marco & Stefka Mihaylova, 2015. "Pour une conception piagétienne de la compétence tacite : Étude de la dyade situation -métacognition," Post-Print hal-01300256, HAL.
    • Handle: RePEc:hal:journl:hal-01300256
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    References listed on IDEAS

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