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Agriculteurs et apprenants au travail. : la transmission professionnelle dans les exploitations agrobiologiques : une approche par les configurations sociales et les situations d'interaction

Abstract : There is a need to renew agricultural populations in France. In response a set of public programs have been created to encourage and help young candidates to become farmers by providing them resources and guidance. Indeed, a low proportion of farms is actually transmitted and newly established farmers have difficulties to get by. Vocational training and public programs have difficulties to report problems inherent to vocational situations and apprenticeship. This is an obstacle to build common references on competencies development. What conditions would optimize the transmission of professional know-how and the development of learners’ knowledge and competencies? This dissertation aims at observing and studying vocational transmission in organic farms in which there are at least an experienced farmer and a newcomer. I analysed how they were understanding work and, also, the role of learning and working in transmission processes. First, I formalized the diversity of vocational transmission forms and elaborated a configurational model composed of four dimensions: support facilities, individual trajectories, social and professional contexts, and work environments. This model has been produced after a first study of internships in organic farms and an in-depth study of three cases of vocational transmission. The model constitutes a framework to assess the conditions favourable to the development of situations of potential transmission. Each variable of the model presents various levels of importance according to the configuration. Thus, I was able to access to the diversity of vocational transmission contexts. Second, I looked at vocational transmission in analyzing direct and indirect interactions between farmers and learners. Indirect interactions refer to mediation processes through work objects. While seeing activity as a way to analyze and understand vocational transmission, I was trying to study the conceptual, axiological and practical foundations that guide these interactions. To do so, I used two dominant theoretical frameworks: 1) concepts and methods specific to a “vocational didactic” approach and 2) theories of coordination, commitment and social positions. Empirical data highlighted parts of the working objects specific to agriculture and particularly symptomatic of a difficulty to transmit practical and vocational competencies: errors and risks at work, relationships with instruments and norms, working with living beings. Data also showed that issues related to execution tasks and agreements and disagreements dynamics were organizing the way people were interacting. Finally, I proposed to enrich the vocational didactic models by highlighting the role of compromises and professional debates in the way farmers and future farmers define professionalism and construct pragmatic concepts.
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Contributor : Abes Star
Submitted on : Thursday, June 23, 2016 - 6:21:37 PM
Last modification on : Tuesday, March 17, 2020 - 1:36:32 AM
Document(s) archivé(s) le : Saturday, September 24, 2016 - 10:30:17 AM


Version validated by the jury (STAR)


  • HAL Id : tel-01218035, version 3


Fanny Chrétien. Agriculteurs et apprenants au travail. : la transmission professionnelle dans les exploitations agrobiologiques : une approche par les configurations sociales et les situations d'interaction. Education. Université de Bourgogne, 2015. Français. ⟨tel-01218035v3⟩



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