Escrever-como-sonhar a prática profissional de um coordenador da ULIS: a repetição de uma realidade não sonhada / Escribir-como-soñar la práctica profesional de un coordinador ULIS: la repetición de una realidad no soñada / Writing-as-dreaming the professional practice of an ULIS coordinator: the repetition of an undreamt reality / Écrire-rêver le rapport à la pratique professionnelle d'un coordonnateur d'ULIS college: la répétition d'une réalitéinrêvée

Para minha pesquisa de doutorado, explorei a relação de certos coordenadores das ULIS Colégio (Unidades Localizadas para a Inclusão Escolar -em colégios) com suas próprias práticas profissionais na França. No âmbito do projeto nacional para uma escola inclusiva, os coordenadores das ULIS são professores especializados que oferecem um ensino adaptado a alunos reconhecidos como portadores de necessidades especiais. Eles também implementam o PPS (Projeto Personalizado de Escolarização), concebido para cada aluno, em estreita colaboração com os outros professores e atores médico-sociais. A partir de uma abordagem clínica de orientação psicanalítica em ciências da educação e da formação, quis explorar como os professores especializados que ocupam essa função complexa vivenciam seu quotidiano no plano psíquico. Nessa perspectiva, realizei entrevistas de pesquisa clínica com quatro profissionais. Aqui, exponho o dispositivo de análise das entrevistas implementado no a posteriori e o lugar particular da escrita como modalidade de elaboração psíquica. Inspirado no trabalho de T. Ogden (1994, 2005), o termo "escrever-como-sonhar" designa o devaneio [rêverie] subjacente ao processo de escrita nesse dispositivo, o que permite a representatividade do vínculo entrevistador-entrevistado em relação à prática profissional. Para ilustrar esse ponto, apresento a análise de uma única entrevista com um coordenador de uma ULIS. Mostro precisamente o caminho que me levou à hipótese da atualização de uma realidade "insonhável" (Ogden, 2005) na entrevista, em relação ao vínculo do coordenador com os demais professores do colégio

Para mi investigación de doctorado, exploré la relación de ciertos coordinadores universitarios de ULIS (unidad localizada para la educación inclusiva) con sus propias prácticas profesionales en Francia. Como parte del proyecto nacional por una escuela inclusiva, los coordinadores de ULIS son docentes que ofrecen enseñanza adaptada a alumnos con discapacidad reconocida. También implementan el PPS (proyecto de escolarización personalizada), diseñado para cada alumno, en estrecha colaboración con otros docentes y actores médico-sociales. Desde un enfoque clínico orientado psicoanalíticamente en ciencias de la educación, quise explorar cómo los profesores especializados que ocupan esta función experimentan su vida cotidiana en el nivel psíquico. En esta perspectiva, realicé entrevistas de investigación clínica con cuatro profesionales. Aquí expongo el dispositivo de análisis de las entrevistas y el lugar particular de la escritura como modalidad de elaboración psíquica. Inspirado en el trabajo de T. Ogden (1994, 2005), el término "escribir-como-soñar" designa la ensoñación que subyace al proceso de escritura, que permite la representabilidad del vínculo entrevistador-entrevistado en relación con la práctica profesional. Para ilustrar este punto, presento el análisis de una sola entrevista con un coordinador de ULIS. Precisamente muestro el camino que me llevó a la hipótesis de una realidad "no soñada" (Ogden, 2005) que puede afectar la colaboración del entrevistado con los demás profesores de su facultad

For my PhD research, I explored the relationship of certain ULIS college coordinators (localized unit for inclusive education) to their own professional practices in France. As part of the national project for an inclusive school, coordinators of ULIS are teachers who offer adapted teaching to pupils recognized as having disabilities. They also implement the PPS (personalized schooling project), designed for each pupil, in close collaboration with other teachers and medico-social actors. From a psychoanalytically oriented clinical approach in educational sciences, I wanted to explore how specialized teachers occupying this function experience their everyday life on the psychic level. In this perspective, I conducted clinical research interviews with four professionals. Here, I expose the device of interviews analysis and the particular place of writing as a modality of psychic elaboration. Inspired by the work of T. Ogden (1994, 2005), the term "writing-as-dreaming" designates the reverie underlying the process of writing, which allows representability of the interviewer-interviewee link in relation to the professional practice. To illustrate this point, I present the analysis of a single interview with a ULIS coordinator. I precisely show the path that led me to the hypothesis of an "undreamt" reality (Ogden, 2005) that may affect the interviewee's collaboration with the other teachers of his college

Pour ma recherche doctorale, j'ai exploré le rapport de certains coordonnateurs d'ULIS collège (Unité localisée pour l'inclusion scolaire) à leurs propres pratiques professionnelles en France. Dans le cadre du projet national pour une école inclusive, les coordonnateurs d'ULIS sont des enseignants spécialisésqui proposent un enseignement adapté auprès des élèves reconnus en situation de handicap et mettent en œuvre le PPS (Projet personnalisé de scolarisation), conçu pour chacun d'entre eux, en collaboration étroite avec les autres enseignants et acteurs du médico-social. À partir d'une approche clinique d'orientation psychanalytique en sciences de l'éducation et de la formation, j'ai souhaité explorer comment les enseignants spécialisés occupant cette fonction complexe vivaient leur métier sur le plan psychique. Dans cette perspective, j'ai mené des entretiens cliniques de recherche avec quatre professionnels. Ici, j'expose le dispositif d'analyse des entretiens mis en place dans l'après-coup et la place particulière de l'écriture comme une modalité d'élaboration psychique. Inspiré des travaux de T. Ogden (1994, 2005), le terme « écrire-rêver ¼ désigne la rêverie sous-tendant le processus de l'écriture dans ce dispositif, qui permet la représentabilité du lien interviewer-interviewé en rapport avec la pratique professionnelle. Pour illustrer ce propos, je présente l'analyse d'un seul entretien avec un coordonnateur, en restituant le chemin qui m'a amené à l'hypothèse de l'actualisation d'une réalité «inrêvée¼ (Ogden, 2005) dans l'entretien en rapport avec son lien aux autres enseignants du collège

[Mental issues of clinical research interviews in an intercultural context]. / Enjeux psychiques de l'entretien clinique de recherche en contexte interculturel.

INTRODUCTION: The interview is an intersubjective meeting in which the stakes are complex. This frequently used method in social and human sciences research brings to the foreground various mental processes. Despite its clear distinction from the therapeutic interview, due to its purpose and the origin of the request, the research interview generates for both the participant and the researcher unconscious phenomena and contributes to the epistemological reflection inherent to the clinical approach. AIM OF THE PAPER: The aim of this article is to demonstrate that the mental processes mobilized in the participants and in the researcher, who belong to the same culture of origin during the research interview, may be analyzed in four dimensions: intrapsychique, intersubjective, projective and group. METHODS: So as to illustrate the various mental processes that are engaged, a research conducted in clinical intercultural psychology regarding the adaptive processes and the identity strategies of Korean mothers living in France or in Quebec is used. In order to offer maximum freedom of expression to the participants, the interviews were conducted in Korean, and then translated into French. The intrapsychic dimension is illustrated by an example from the interview with a 44-year-old Korean woman met in Paris. Following the Rogerian theory (1952, 1961), we understand that the participant comes to a coherent reorganization of her own conception throughout the interview, allowing her to speak and to think about her autobiography. From the interaction between two subjectivities, the thought and the discourse are involved in the co-construction of meaning. The understanding of the intersubjective dimension is supported by the theory of Winnicott (1971), developed for the transitional space. Like the mother-child relationship in the game device, the mental permeability available to the researcher is supposed to guarantee the development of the interviewee's confidence. The example of the interview conducted with another 39-year-old Korean woman living in Paris illustrates this intersubjective dimension. The analysis of the relationship between the researcher and his object of research will argue the projective dimension. In the quoted research, the researcher is facing a situation in which the participant's problems remind him of his own questionings. The work of analysis, with hindsight and in the after fact, on the position of the researcher and his subjective implication, is necessary to avoid the possible risk of subjectivation. The group dimension has several levels: institutional, national, international or even worldwide. Thus, the intercultural aspect is particularly highlighted in an attempt to present the complexity of the process. DISCUSSION: The idea of the interculturality awareness at several levels was highlighted in particular by taking the institutional transference/counter-transference movement into consideration. The transfer mezo level revealed itself as one of the analyzers of the group dimension, such as the motivation for accepting the participation in our investigation. In other words, it requires understanding both the relationship conducted by each individual with the institution, and that conducted by two subjects met within the institution. In the current world marked by globalization, "the geohistory of the clinical encounter" (Derivois, 2010) becomes an interesting tool to understand the complexity of the encounter issues arising from the clinical consultation.