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Cette contribution présente un dispositif de formation continue dans le champ de l’éducation de l’enfance. Une des spécificités de ce type de métiers réside dans les compétences des professionnel.le.s à donner un rôle central à l’observation fine des situations, afin d’ajuster leurs modalités d’actions. Comment un tel travail d’observation peut-il se développer, s’enrichir et se transformer ? Afin de soutenir la co-construction d’un regard analytique portant sur les phénomènes observables dans le déroulement des interactions, une démarche de recherche-intervention met en oeuvre un processus participatif. Elle s’intéresse aux apports d’une perspective interactionnelle pour favoriser la construction d’une telle posture analytique., This contribution presents an adult education workshop implemented in the field of early childhood education. One of the specificities of education and care practices lies in the competences of the professionals to give a central role to the detailed observation of situations, in order to adjust their modalities of action. How can such observational work be developed and transformed ? A participatory research-training approach aims to support the co-construction of an analytical view on observable phenomena in the course of interactions. In a perspective of interactional analysis, it focuses on the modalities that favor the construction of such an analytical posture.

Este artigo baseia-se num processo de supervisão que visou escutar duas educadoras de infância que contaram as suas experiências, de forma a darem a conhecer as suas práticas educativas. Este processo de supervisão colaborativo reflexivo foi evidenciado nas histórias das educadoras como promotor de desenvolvimento profissional e de melhoria de práticas educativas, sendo a reflexão o elemento central para esse desenvolvimento, permitindo a atribuição de sentido da ação pedagógica. O estudo é de natureza qualitativa e interpretativa e foi a narrativa o método de escuta e reflexão, sendo utilizado, para a análise das narrativas, o modelo avaliativo de Labov (1972, 1982). O estudo sugere que o processo de reflexão integrado na supervisão permitiu uma melhoria de práticas educativas e, consequentemente, do desenvolvimento profissional. Com o contar histórias, as educadoras relembram, analisam e incorporam a reflexão das suas experiências educativas nas suas práticas. This article is based on a supervision process that aimed to listen to two childhood educators that told their experiences, in order to share their educational practices. This collaborative supervision process was evidenced in the stories of the educators as promoters of professional development and improvement of the educational practices. The reflection is the central element for this development, allowing the attribution of meaning to the pedagogical action. The study has a qualitative and interpretative nature. The narrative was the method of listening and reflection, using Labov’s model (1972/1982) for the analysis of the narratives. This study suggests that the integrated reflection process in the supervision allowed for the improvement of the educational practices and, consequently, professional development. While telling their stories, the educators remembered, analyzed and incorporated the reflection of their educational experiences in their practices. Cet article a comme base un processus de supervision qui visait l’écoute de deux assistantes maternelles qui nous ont racontés leurs expériences, de façon à nous faire connaître leurs pratiques éducatives. Ce processus de supervision collaborative et de réflexion a été mis en évidence dans les récits des assistantes maternelles, quand elles indiquent que celui-ci promeut le développement professionnel et l’amélioration des pratiques éducatives, faisant de la réflexion l’élément central pour ce développement, permettant l’attribution d’un sens à l’action pédagogique. Cette étude est de nature qualitative et interprétative et a comme fil conducteur l’écoute et la réflexion, utilisant pour l’analyse des narratives le modèle évaluateur de Labov (1972, 1982).Cette étude suggère que le processus de réflexion, intégré à la supervision, a permis une amélioration des pratiques éducatives et, par conséquent, le développement professionnel. En racontant leurs histoires, les assistantes maternelles se rappellent, analysent et incorporent la réflexion sur leurs expériences éducatives dans leur pratique.