{"id":225053,"date":"2026-05-13T13:45:16","date_gmt":"2026-05-13T13:45:16","guid":{"rendered":"https:\/\/dev.isonia-conseil.fr\/?p=225053"},"modified":"2026-05-28T14:03:30","modified_gmt":"2026-05-28T14:03:30","slug":"les-dynamiques-temporelles-presentesdans-les-formations-tout-au-long-de-la-vie","status":"publish","type":"post","link":"https:\/\/isonia-conseil.fr\/index.php\/2026\/05\/13\/les-dynamiques-temporelles-presentesdans-les-formations-tout-au-long-de-la-vie\/","title":{"rendered":"Les dynamiques temporelles pr\u00e9sentes dans les formations tout au long de la vie"},"content":{"rendered":"<div class=\"et_pb_section_0 et_pb_section et_section_regular et_flex_section\"><div class=\"et_pb_row_0 et_pb_row et_flex_row\"><div class=\"et_pb_column_0 et_pb_column et-last-child et_flex_column et_pb_css_mix_blend_mode_passthrough et_flex_column_24_24 et_flex_column_24_24_tablet et_flex_column_24_24_phone\"><div class=\"et_pb_text_0 et_pb_text et_pb_bg_layout_light et_pb_module et_flex_module\"><div class=\"et_pb_text_inner\"><p><!-- wp:paragraph --><\/p>\n<p><strong>Pascal Roquet<\/strong><br \/>Foap, Conservatoire National des Arts et M\u00e9tiers<\/p>\n<p><!-- \/wp:paragraph --><\/p>\n<p><!-- wp:paragraph --><\/p>\n<p><strong>Jean-Pierre Boutinet<\/strong><br \/>Professeur \u00e9m\u00e9rite, Universit\u00e9 Catholique de l\u2019Ouest \u00e0 Angers<\/p>\n<p><!-- \/wp:paragraph --><\/p>\n<p><!-- wp:separator --><\/p>\n<hr class=\"wp-block-separator has-alpha-channel-opacity\"\/>\n<!-- \/wp:separator --><\/p>\n<p><!-- wp:heading {\"level\":1} --><\/p>\n<h1 class=\"wp-block-heading\">R\u00e9sum\u00e9<\/h1>\n<p><!-- \/wp:heading --><\/p>\n<p><!-- wp:paragraph --><\/p>\n<p>La vari\u00e9t\u00e9 actuelle des actions de formation relevant du dispositif de la formation tout au long de la vie appelle une r\u00e9flexion soci\u00e9tale sur les diff\u00e9rentes dynamiques temporelles qui les sous-tendent et leur donnent sens.<\/p>\n<p><!-- \/wp:paragraph --><\/p>\n<p><!-- wp:paragraph --><\/p>\n<p>Dans leur diversit\u00e9 comme dans leur singularit\u00e9, ces dynamiques constituent un param\u00e8tre essentiel pour d\u00e9terminer la pertinence d\u2019une formation et sa capacit\u00e9 \u00e0 coop\u00e9rer avec les temporalit\u00e9s ambiantes.<\/p>\n<p><!-- \/wp:paragraph --><\/p>\n<p><!-- wp:paragraph --><\/p>\n<p>\u00c0 partir des probl\u00e9matiques temporelles d\u00e9velopp\u00e9es par deux pionniers des sciences de l\u2019\u00e9ducation et de la formation, Jacques Ardoino et Gaston Pineau, deux fa\u00e7ons de probl\u00e9matiser le temps en formation ont \u00e9t\u00e9 identifi\u00e9es. Toutes deux mettent en \u00e9vidence des temporalit\u00e9s paradoxales appel\u00e9es \u00e0 cohabiter.<\/p>\n<p><!-- \/wp:paragraph --><\/p>\n<p><!-- wp:paragraph --><\/p>\n<p>La litt\u00e9rature scientifique, principalement francophone, permet ainsi de distinguer sept figures typiques de ces temporalit\u00e9s paradoxales. Cette note de synth\u00e8se ouvre des perspectives pour des cheminements pluriels dans les d\u00e9marches de formation et d\u2019apprenance des adultes.<\/p>\n<p><!-- \/wp:paragraph --><\/p>\n<p><!-- wp:heading --><\/p>\n<h2 class=\"wp-block-heading\">Mots-cl\u00e9s<\/h2>\n<p><!-- \/wp:heading --><\/p>\n<p><!-- wp:list --><\/p>\n<ul class=\"wp-block-list\"><!-- wp:list-item --><\/p>\n<li>dynamiques temporelles<\/li>\n<p><!-- \/wp:list-item --><\/p>\n<p><!-- wp:list-item --><\/p>\n<li>temporalit\u00e9s paradoxales<\/li>\n<p><!-- \/wp:list-item --><\/p>\n<p><!-- wp:list-item --><\/p>\n<li>formation et temporalit\u00e9s<\/li>\n<p><!-- \/wp:list-item --><\/p>\n<p><!-- wp:list-item --><\/p>\n<li>formation tout au long de la vie<\/li>\n<p><!-- \/wp:list-item --><\/ul>\n<p><!-- \/wp:list --><\/p>\n<p><!-- wp:separator --><\/p>\n<hr class=\"wp-block-separator has-alpha-channel-opacity\"\/>\n<!-- \/wp:separator --><\/p>\n<p><!-- wp:heading {\"level\":1} --><\/p>\n<h1 class=\"wp-block-heading\">Temporal dynamics of the lifelong learning system<\/h1>\n<p><!-- \/wp:heading --><\/p>\n<p><!-- wp:paragraph --><\/p>\n<p>The current variety of adult training actions included in the lifelong learning system requires societal reflection on the different temporal dynamics that underlie them and give them meaning.<\/p>\n<p><!-- \/wp:paragraph --><\/p>\n<p><!-- wp:paragraph --><\/p>\n<p>These dynamics, in their diversity and singularity, constitute one of the essential parameters for determining the relevance of a training course and its capacity to cooperate with surrounding temporalities.<\/p>\n<p><!-- \/wp:paragraph --><\/p>\n<p><!-- wp:paragraph --><\/p>\n<p>Starting from the temporal issues explored by two influential pioneers in education and training sciences, Jacques Ardoino and Gaston Pineau, two ways of problematizing time in training have been identified. Both highlight paradoxical temporalities that must coexist.<\/p>\n<p><!-- \/wp:paragraph --><\/p>\n<p><!-- wp:paragraph --><\/p>\n<p>Seven typical figures of these paradoxical temporalities have been identified in the mainly French-speaking scientific literature. They are presented in this review, opening perspectives for plural pathways in adult training and learning processes.<\/p>\n<p><!-- \/wp:paragraph --><\/p>\n<p><!-- wp:heading --><\/p>\n<h2 class=\"wp-block-heading\">Keywords<\/h2>\n<p><!-- \/wp:heading --><\/p>\n<p><!-- wp:list --><\/p>\n<ul class=\"wp-block-list\"><!-- wp:list-item --><\/p>\n<li>temporal dynamics<\/li>\n<p><!-- \/wp:list-item --><\/p>\n<p><!-- wp:list-item --><\/p>\n<li>paradoxical temporalities<\/li>\n<p><!-- \/wp:list-item --><\/p>\n<p><!-- wp:list-item --><\/p>\n<li>training and temporalities<\/li>\n<p><!-- \/wp:list-item --><\/p>\n<p><!-- wp:list-item --><\/p>\n<li>lifelong learning<\/li>\n<p><!-- \/wp:list-item --><\/ul>\n<p><!-- \/wp:list --><\/p>\n<p><!-- wp:separator --><\/p>\n<hr class=\"wp-block-separator has-alpha-channel-opacity\"\/>\n<!-- \/wp:separator --><\/p>\n<p><!-- wp:heading {\"level\":1} --><\/p>\n<h1 class=\"wp-block-heading\">Introduction<\/h1>\n<p><!-- \/wp:heading --><\/p>\n<p><!-- wp:heading --><\/p>\n<h2 class=\"wp-block-heading\">Les dynamiques temporelles \u00e0 l\u2019\u0153uvre dans la diversit\u00e9 des d\u00e9marches de formation<\/h2>\n<p><!-- \/wp:heading --><\/p>\n<p><!-- wp:paragraph --><\/p>\n<p>La formation des adultes \u2014 d\u2019abord qualifi\u00e9e de continue ou permanente \u2014 est devenue \u00ab formation tout au long de la vie \u00bb \u00e0 la suite du Conseil europ\u00e9en de Lisbonne en 2000. Cette notion a \u00e9t\u00e9 r\u00e9actualis\u00e9e dans le contexte fran\u00e7ais au cours des dix derni\u00e8res ann\u00e9es gr\u00e2ce \u00e0 de nouvelles mesures juridiques, notamment la loi du 5 septembre 2018.<\/p>\n<p><!-- \/wp:paragraph --><\/p>\n<p><!-- wp:paragraph --><\/p>\n<p>Ces \u00e9volutions ont g\u00e9n\u00e9r\u00e9 des dispositifs de plus en plus vari\u00e9s :<\/p>\n<p><!-- \/wp:paragraph --><\/p>\n<p><!-- wp:list --><\/p>\n<ul class=\"wp-block-list\"><!-- wp:list-item --><\/p>\n<li>actions de formation en situation de travail (Afest) ;<\/li>\n<p><!-- \/wp:list-item --><\/p>\n<p><!-- wp:list-item --><\/p>\n<li>alternance entre vie professionnelle et formation ;<\/li>\n<p><!-- \/wp:list-item --><\/p>\n<p><!-- wp:list-item --><\/p>\n<li>dispositifs de transition professionnelle ;<\/li>\n<p><!-- \/wp:list-item --><\/p>\n<p><!-- wp:list-item --><\/p>\n<li>bilan de comp\u00e9tences ;<\/li>\n<p><!-- \/wp:list-item --><\/p>\n<p><!-- wp:list-item --><\/p>\n<li>validation des acquis de l\u2019exp\u00e9rience (VAE).<\/li>\n<p><!-- \/wp:list-item --><\/ul>\n<p><!-- \/wp:list --><\/p>\n<p><!-- wp:paragraph --><\/p>\n<p>Tous ces dispositifs invitent \u00e0 r\u00e9fl\u00e9chir aux dynamiques temporelles qui les structurent.<\/p>\n<p><!-- \/wp:paragraph --><\/p>\n<p><!-- wp:paragraph --><\/p>\n<p>Les d\u00e9marches de formation doivent aujourd\u2019hui composer :<\/p>\n<p><!-- \/wp:paragraph --><\/p>\n<p><!-- wp:list --><\/p>\n<ul class=\"wp-block-list\"><!-- wp:list-item --><\/p>\n<li>avec les temporalit\u00e9s sociales contemporaines :<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item --><\/p>\n<li>mobilit\u00e9 ;<\/li>\n<p><!-- \/wp:list-item --><\/p>\n<p><!-- wp:list-item --><\/p>\n<li>flexibilit\u00e9 ;<\/li>\n<p><!-- \/wp:list-item --><\/p>\n<p><!-- wp:list-item --><\/p>\n<li>imm\u00e9diatet\u00e9 ;<\/li>\n<p><!-- \/wp:list-item --><\/ul>\n<p><!-- \/wp:list --><\/li>\n<p><!-- \/wp:list-item --><\/p>\n<p><!-- wp:list-item --><\/p>\n<li>mais aussi avec les temporalit\u00e9s individuelles :<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item --><\/p>\n<li>accidents de vie ;<\/li>\n<p><!-- \/wp:list-item --><\/p>\n<p><!-- wp:list-item --><\/p>\n<li>reconversions ;<\/li>\n<p><!-- \/wp:list-item --><\/p>\n<p><!-- wp:list-item --><\/p>\n<li>ruptures professionnelles ;<\/li>\n<p><!-- \/wp:list-item --><\/p>\n<p><!-- wp:list-item --><\/p>\n<li>\u00e9v\u00e9nements de sant\u00e9.<\/li>\n<p><!-- \/wp:list-item --><\/ul>\n<p><!-- \/wp:list --><\/li>\n<p><!-- \/wp:list-item --><\/ul>\n<p><!-- \/wp:list --><\/p>\n<p><!-- wp:paragraph --><\/p>\n<p>Chaque formation poss\u00e8de ainsi ses propres temporalit\u00e9s tout en devant cohabiter avec les pr\u00e9occupations du pr\u00e9sent des adultes concern\u00e9s.<\/p>\n<p><!-- \/wp:paragraph --><\/p>\n<p><!-- wp:paragraph --><\/p>\n<p>Cette note interroge la litt\u00e9rature scientifique francophone consacr\u00e9e aux temporalit\u00e9s de la formation des adultes afin de mieux comprendre ce qui caract\u00e9rise la formation tout au long de la vie.<\/p>\n<p><!-- \/wp:paragraph --><\/p>\n<p><!-- wp:separator --><\/p>\n<hr class=\"wp-block-separator has-alpha-channel-opacity\"\/>\n<!-- \/wp:separator --><\/p>\n<p><!-- wp:heading {\"level\":1} --><\/p>\n<h1 class=\"wp-block-heading\">I. Deux fa\u00e7ons de probl\u00e9matiser le temps en \u00e9ducation et en formation<\/h1>\n<p><!-- \/wp:heading --><\/p>\n<p><!-- wp:heading --><\/p>\n<h2 class=\"wp-block-heading\">1. Le temps en \u00e9ducation : un temps du cheminement chez Ardoino<\/h2>\n<p><!-- \/wp:heading --><\/p>\n<p><!-- wp:paragraph --><\/p>\n<p>Jacques Ardoino, influenc\u00e9 par Henri Bergson et son ouvrage <em>L\u2019\u00c9volution cr\u00e9atrice<\/em> (1907), oppose :<\/p>\n<p><!-- \/wp:paragraph --><\/p>\n<p><!-- wp:list --><\/p>\n<ul class=\"wp-block-list\"><!-- wp:list-item --><\/p>\n<li>le temps rationnel et programmatique de l\u2019institution scolaire ;<\/li>\n<p><!-- \/wp:list-item --><\/p>\n<p><!-- wp:list-item --><\/p>\n<li>\u00e0 la dur\u00e9e v\u00e9cue, propre au cheminement humain.<\/li>\n<p><!-- \/wp:list-item --><\/ul>\n<p><!-- \/wp:list --><\/p>\n<p><!-- wp:paragraph --><\/p>\n<p>Le syst\u00e8me scolaire fonctionne selon :<\/p>\n<p><!-- \/wp:paragraph --><\/p>\n<p><!-- wp:list --><\/p>\n<ul class=\"wp-block-list\"><!-- wp:list-item --><\/p>\n<li>des programmes ;<\/li>\n<p><!-- \/wp:list-item --><\/p>\n<p><!-- wp:list-item --><\/p>\n<li>des trajectoires standardis\u00e9es ;<\/li>\n<p><!-- \/wp:list-item --><\/p>\n<p><!-- wp:list-item --><\/p>\n<li>des temporalit\u00e9s lin\u00e9aires.<\/li>\n<p><!-- \/wp:list-item --><\/ul>\n<p><!-- \/wp:list --><\/p>\n<p><!-- wp:paragraph --><\/p>\n<p>Mais l\u2019\u00e9ducation \u2014 y compris celle des adultes \u2014 rel\u00e8ve aussi d\u2019une logique du cheminement :<\/p>\n<p><!-- \/wp:paragraph --><\/p>\n<p><!-- wp:list --><\/p>\n<ul class=\"wp-block-list\"><!-- wp:list-item --><\/p>\n<li>singuli\u00e8re ;<\/li>\n<p><!-- \/wp:list-item --><\/p>\n<p><!-- wp:list-item --><\/p>\n<li>complexe ;<\/li>\n<p><!-- \/wp:list-item --><\/p>\n<p><!-- wp:list-item --><\/p>\n<li>propre \u00e0 chacun.<\/li>\n<p><!-- \/wp:list-item --><\/ul>\n<p><!-- \/wp:list --><\/p>\n<p><!-- wp:paragraph --><\/p>\n<p>Pour Ardoino, les professionnels de la formation doivent d\u00e9passer la seule logique programmatique afin de permettre \u00e0 chaque apprenant de construire son propre itin\u00e9raire.<\/p>\n<p><!-- \/wp:paragraph --><\/p>\n<p><!-- wp:separator --><\/p>\n<hr class=\"wp-block-separator has-alpha-channel-opacity\"\/>\n<!-- \/wp:separator --><\/p>\n<p><!-- wp:heading --><\/p>\n<h2 class=\"wp-block-heading\">2. Le temps en formation : un temps synchroniseur chez Pineau<\/h2>\n<p><!-- \/wp:heading --><\/p>\n<p><!-- wp:paragraph --><\/p>\n<p>Gaston Pineau place les temporalit\u00e9s au c\u0153ur de la formation permanente.<\/p>\n<p><!-- \/wp:paragraph --><\/p>\n<p><!-- wp:paragraph --><\/p>\n<p>Il d\u00e9veloppe le concept de <strong>chronoformation<\/strong>, qui vise \u00e0 articuler :<\/p>\n<p><!-- \/wp:paragraph --><\/p>\n<p><!-- wp:list --><\/p>\n<ul class=\"wp-block-list\"><!-- wp:list-item --><\/p>\n<li>les temps institutionnels ;<\/li>\n<p><!-- \/wp:list-item --><\/p>\n<p><!-- wp:list-item --><\/p>\n<li>les temps personnels ;<\/li>\n<p><!-- \/wp:list-item --><\/p>\n<p><!-- wp:list-item --><\/p>\n<li>les temps des cycles de vie ;<\/li>\n<p><!-- \/wp:list-item --><\/p>\n<p><!-- wp:list-item --><\/p>\n<li>les contretemps li\u00e9s aux crises et aux impr\u00e9vus.<\/li>\n<p><!-- \/wp:list-item --><\/ul>\n<p><!-- \/wp:list --><\/p>\n<p><!-- wp:paragraph --><\/p>\n<p>Inspir\u00e9 de Gaston Bachelard, Pineau insiste sur :<\/p>\n<p><!-- \/wp:paragraph --><\/p>\n<p><!-- wp:list --><\/p>\n<ul class=\"wp-block-list\"><!-- wp:list-item --><\/p>\n<li>les discontinuit\u00e9s ;<\/li>\n<p><!-- \/wp:list-item --><\/p>\n<p><!-- wp:list-item --><\/p>\n<li>les rythmes ;<\/li>\n<p><!-- \/wp:list-item --><\/p>\n<p><!-- wp:list-item --><\/p>\n<li>les alternances.<\/li>\n<p><!-- \/wp:list-item --><\/ul>\n<p><!-- \/wp:list --><\/p>\n<p><!-- wp:paragraph --><\/p>\n<p>Il distingue notamment :<\/p>\n<p><!-- \/wp:paragraph --><\/p>\n<p><!-- wp:heading {\"level\":3} --><\/p>\n<h3 class=\"wp-block-heading\">Deux temps<\/h3>\n<p><!-- \/wp:heading --><\/p>\n<p><!-- wp:list --><\/p>\n<ul class=\"wp-block-list\"><!-- wp:list-item --><\/p>\n<li>une formation exp\u00e9rientielle \u00ab nocturne \u00bb ;<\/li>\n<p><!-- \/wp:list-item --><\/p>\n<p><!-- wp:list-item --><\/p>\n<li>une formation formelle \u00ab diurne \u00bb.<\/li>\n<p><!-- \/wp:list-item --><\/ul>\n<p><!-- \/wp:list --><\/p>\n<p><!-- wp:heading {\"level\":3} --><\/p>\n<h3 class=\"wp-block-heading\">Trois mouvements<\/h3>\n<p><!-- \/wp:heading --><\/p>\n<p><!-- wp:list {\"ordered\":true} --><\/p>\n<ol class=\"wp-block-list\"><!-- wp:list-item --><\/p>\n<li>la formation de soi par soi ;<\/li>\n<p><!-- \/wp:list-item --><\/p>\n<p><!-- wp:list-item --><\/p>\n<li>la formation par les autres ;<\/li>\n<p><!-- \/wp:list-item --><\/p>\n<p><!-- wp:list-item --><\/p>\n<li>la formation par les situations et les environnements.<\/li>\n<p><!-- \/wp:list-item --><\/ol>\n<p><!-- \/wp:list --><\/p>\n<p><!-- wp:paragraph --><\/p>\n<p>La formation devient alors une alternance entre :<\/p>\n<p><!-- \/wp:paragraph --><\/p>\n<p><!-- wp:list --><\/p>\n<ul class=\"wp-block-list\"><!-- wp:list-item --><\/p>\n<li>continuit\u00e9s ;<\/li>\n<p><!-- \/wp:list-item --><\/p>\n<p><!-- wp:list-item --><\/p>\n<li>discontinuit\u00e9s ;<\/li>\n<p><!-- \/wp:list-item --><\/p>\n<p><!-- wp:list-item --><\/p>\n<li>temps ;<\/li>\n<p><!-- \/wp:list-item --><\/p>\n<p><!-- wp:list-item --><\/p>\n<li>contretemps.<\/li>\n<p><!-- \/wp:list-item --><\/ul>\n<p><!-- \/wp:list --><\/p>\n<p><!-- wp:separator --><\/p>\n<hr class=\"wp-block-separator has-alpha-channel-opacity\"\/>\n<!-- \/wp:separator --><\/p>\n<p><!-- wp:heading --><\/p>\n<h2 class=\"wp-block-heading\">3. La formation tout au long de la vie comme contrepoint de l\u2019\u00e9ducation initiale<\/h2>\n<p><!-- \/wp:heading --><\/p>\n<p><!-- wp:paragraph --><\/p>\n<p>Ardoino privil\u00e9gie davantage le terme <strong>\u00e9ducation<\/strong>, tandis que Pineau inscrit sa r\u00e9flexion dans le champ de la <strong>formation permanente<\/strong>.<\/p>\n<p><!-- \/wp:paragraph --><\/p>\n<p><!-- wp:paragraph --><\/p>\n<p>La formation des adultes se distingue de la formation initiale :<\/p>\n<p><!-- \/wp:paragraph --><\/p>\n<p><!-- wp:table --><\/p>\n<figure class=\"wp-block-table\">\n<table class=\"has-fixed-layout\">\n<thead>\n<tr>\n<th>Formation initiale<\/th>\n<th>Formation tout au long de la vie<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>Se former aujourd\u2019hui pour demain<\/td>\n<td>Articuler hier, aujourd\u2019hui et demain<\/td>\n<\/tr>\n<tr>\n<td>Parcours scolaire<\/td>\n<td>Parcours de vie<\/td>\n<\/tr>\n<tr>\n<td>Logique programmatique<\/td>\n<td>Logique exp\u00e9rientielle<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/figure>\n<p><!-- \/wp:table --><\/p>\n<p><!-- wp:paragraph --><\/p>\n<p>Les auteurs mobilisent \u00e9galement :<\/p>\n<p><!-- \/wp:paragraph --><\/p>\n<p><!-- wp:list --><\/p>\n<ul class=\"wp-block-list\"><!-- wp:list-item --><\/p>\n<li>Dewey ;<\/li>\n<p><!-- \/wp:list-item --><\/p>\n<p><!-- wp:list-item --><\/p>\n<li>Mezirow ;<\/li>\n<p><!-- \/wp:list-item --><\/p>\n<p><!-- wp:list-item --><\/p>\n<li>Knowles ;<\/li>\n<p><!-- \/wp:list-item --><\/p>\n<p><!-- wp:list-item --><\/p>\n<li>l\u2019andragogie ;<\/li>\n<p><!-- \/wp:list-item --><\/p>\n<p><!-- wp:list-item --><\/p>\n<li>l\u2019apprentissage exp\u00e9rientiel.<\/li>\n<p><!-- \/wp:list-item --><\/ul>\n<p><!-- \/wp:list --><\/p>\n<p><!-- wp:separator --><\/p>\n<hr class=\"wp-block-separator has-alpha-channel-opacity\"\/>\n<!-- \/wp:separator --><\/p>\n<p><!-- wp:heading {\"level\":1} --><\/p>\n<h1 class=\"wp-block-heading\">II. Les temporalit\u00e9s paradoxales de la formation des adultes<\/h1>\n<p><!-- \/wp:heading --><\/p>\n<p><!-- wp:heading --><\/p>\n<h2 class=\"wp-block-heading\">1. Arr\u00eat sur le concept de temporalit\u00e9<\/h2>\n<p><!-- \/wp:heading --><\/p>\n<p><!-- wp:paragraph --><\/p>\n<p>Les temporalit\u00e9s humaines sont travers\u00e9es de paradoxes :<\/p>\n<p><!-- \/wp:paragraph --><\/p>\n<p><!-- wp:table --><\/p>\n<figure class=\"wp-block-table\">\n<table class=\"has-fixed-layout\">\n<thead>\n<tr>\n<th>Temporalit\u00e9<\/th>\n<th>Opposition<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>Instant<\/td>\n<td>Dur\u00e9e<\/td>\n<\/tr>\n<tr>\n<td>Continuit\u00e9<\/td>\n<td>Discontinuit\u00e9<\/td>\n<\/tr>\n<tr>\n<td>Futur<\/td>\n<td>Avenir<\/td>\n<\/tr>\n<tr>\n<td>M\u00e9moire<\/td>\n<td>Exp\u00e9rience<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/figure>\n<p><!-- \/wp:table --><\/p>\n<p><!-- wp:paragraph --><\/p>\n<p>Les soci\u00e9t\u00e9s contemporaines sont marqu\u00e9es par :<\/p>\n<p><!-- \/wp:paragraph --><\/p>\n<p><!-- wp:list --><\/p>\n<ul class=\"wp-block-list\"><!-- wp:list-item --><\/p>\n<li>l\u2019acc\u00e9l\u00e9ration ;<\/li>\n<p><!-- \/wp:list-item --><\/p>\n<p><!-- wp:list-item --><\/p>\n<li>le pr\u00e9sentisme ;<\/li>\n<p><!-- \/wp:list-item --><\/p>\n<p><!-- wp:list-item --><\/p>\n<li>l\u2019\u00e9v\u00e9nementiel ;<\/li>\n<p><!-- \/wp:list-item --><\/p>\n<p><!-- wp:list-item --><\/p>\n<li>le court terme.<\/li>\n<p><!-- \/wp:list-item --><\/ul>\n<p><!-- \/wp:list --><\/p>\n<p><!-- wp:paragraph --><\/p>\n<p>Ces transformations influencent profond\u00e9ment les dispositifs de formation.<\/p>\n<p><!-- \/wp:paragraph --><\/p>\n<p><!-- wp:separator --><\/p>\n<hr class=\"wp-block-separator has-alpha-channel-opacity\"\/>\n<!-- \/wp:separator --><\/p>\n<p><!-- wp:heading --><\/p>\n<h2 class=\"wp-block-heading\">2. La formation continue et les temporalit\u00e9s plurielles<\/h2>\n<p><!-- \/wp:heading --><\/p>\n<p><!-- wp:paragraph --><\/p>\n<p>Les formations pour adultes mobilisent une grande diversit\u00e9 de temporalit\u00e9s :<\/p>\n<p><!-- \/wp:paragraph --><\/p>\n<p><!-- wp:list --><\/p>\n<ul class=\"wp-block-list\"><!-- wp:list-item --><\/p>\n<li>temps longs ;<\/li>\n<p><!-- \/wp:list-item --><\/p>\n<p><!-- wp:list-item --><\/p>\n<li>temps courts ;<\/li>\n<p><!-- \/wp:list-item --><\/p>\n<p><!-- wp:list-item --><\/p>\n<li>temps de l\u2019exp\u00e9rience ;<\/li>\n<p><!-- \/wp:list-item --><\/p>\n<p><!-- wp:list-item --><\/p>\n<li>temps r\u00e9flexifs ;<\/li>\n<p><!-- \/wp:list-item --><\/p>\n<p><!-- wp:list-item --><\/p>\n<li>temps de l\u2019action ;<\/li>\n<p><!-- \/wp:list-item --><\/p>\n<p><!-- wp:list-item --><\/p>\n<li>temps institutionnels ;<\/li>\n<p><!-- \/wp:list-item --><\/p>\n<p><!-- wp:list-item --><\/p>\n<li>temps personnels.<\/li>\n<p><!-- \/wp:list-item --><\/ul>\n<p><!-- \/wp:list --><\/p>\n<p><!-- wp:paragraph --><\/p>\n<p>Les rythmes de vie acc\u00e9l\u00e9r\u00e9s g\u00e9n\u00e8rent :<\/p>\n<p><!-- \/wp:paragraph --><\/p>\n<p><!-- wp:list --><\/p>\n<ul class=\"wp-block-list\"><!-- wp:list-item --><\/p>\n<li>tensions ;<\/li>\n<p><!-- \/wp:list-item --><\/p>\n<p><!-- wp:list-item --><\/p>\n<li>frottements ;<\/li>\n<p><!-- \/wp:list-item --><\/p>\n<p><!-- wp:list-item --><\/p>\n<li>impressions d\u2019urgence ;<\/li>\n<p><!-- \/wp:list-item --><\/p>\n<p><!-- wp:list-item --><\/p>\n<li>d\u00e9synchronisations.<\/li>\n<p><!-- \/wp:list-item --><\/ul>\n<p><!-- \/wp:list --><\/p>\n<p><!-- wp:paragraph --><\/p>\n<p>Le temps de l\u2019agenda tend \u00e0 remplacer celui du calendrier.<\/p>\n<p><!-- \/wp:paragraph --><\/p>\n<p><!-- wp:separator --><\/p>\n<hr class=\"wp-block-separator has-alpha-channel-opacity\"\/>\n<!-- \/wp:separator --><\/p>\n<p><!-- wp:heading --><\/p>\n<h2 class=\"wp-block-heading\">3. Deux grandes p\u00e9riodes historiques<\/h2>\n<p><!-- \/wp:heading --><\/p>\n<p><!-- wp:heading {\"level\":3} --><\/p>\n<h3 class=\"wp-block-heading\">Les temporalit\u00e9s promotionnelles (1945-1975)<\/h3>\n<p><!-- \/wp:heading --><\/p>\n<p><!-- wp:paragraph --><\/p>\n<p>P\u00e9riode des \u00ab Trente Glorieuses \u00bb :<\/p>\n<p><!-- \/wp:paragraph --><\/p>\n<p><!-- wp:list --><\/p>\n<ul class=\"wp-block-list\"><!-- wp:list-item --><\/p>\n<li>d\u00e9veloppement \u00e9conomique ;<\/li>\n<p><!-- \/wp:list-item --><\/p>\n<p><!-- wp:list-item --><\/p>\n<li>progr\u00e8s social ;<\/li>\n<p><!-- \/wp:list-item --><\/p>\n<p><!-- wp:list-item --><\/p>\n<li>promotion de la formation continue.<\/li>\n<p><!-- \/wp:list-item --><\/ul>\n<p><!-- \/wp:list --><\/p>\n<p><!-- wp:heading {\"level\":3} --><\/p>\n<h3 class=\"wp-block-heading\">Les temporalit\u00e9s r\u00e9paratrices (depuis 1975)<\/h3>\n<p><!-- \/wp:heading --><\/p>\n<p><!-- wp:paragraph --><\/p>\n<p>Mont\u00e9e du ch\u00f4mage structurel et apparition de dispositifs compensatoires :<\/p>\n<p><!-- \/wp:paragraph --><\/p>\n<p><!-- wp:list --><\/p>\n<ul class=\"wp-block-list\"><!-- wp:list-item --><\/p>\n<li>Missions locales ;<\/li>\n<p><!-- \/wp:list-item --><\/p>\n<p><!-- wp:list-item --><\/p>\n<li>bilan de comp\u00e9tences ;<\/li>\n<p><!-- \/wp:list-item --><\/p>\n<p><!-- wp:list-item --><\/p>\n<li>VAE.<\/li>\n<p><!-- \/wp:list-item --><\/ul>\n<p><!-- \/wp:list --><\/p>\n<p><!-- wp:paragraph --><\/p>\n<p>Ces dispositifs r\u00e9pondent \u00e0 :<\/p>\n<p><!-- \/wp:paragraph --><\/p>\n<p><!-- wp:list --><\/p>\n<ul class=\"wp-block-list\"><!-- wp:list-item --><\/p>\n<li>des ruptures ;<\/li>\n<p><!-- \/wp:list-item --><\/p>\n<p><!-- wp:list-item --><\/p>\n<li>des reconversions ;<\/li>\n<p><!-- \/wp:list-item --><\/p>\n<p><!-- wp:list-item --><\/p>\n<li>des fragilit\u00e9s professionnelles.<\/li>\n<p><!-- \/wp:list-item --><\/ul>\n<p><!-- \/wp:list --><\/p>\n<p><!-- wp:separator --><\/p>\n<hr class=\"wp-block-separator has-alpha-channel-opacity\"\/>\n<!-- \/wp:separator --><\/p>\n<p><!-- wp:heading --><\/p>\n<h2 class=\"wp-block-heading\">4. Des temporalit\u00e9s paradoxales \u00e0 faire cohabiter<\/h2>\n<p><!-- \/wp:heading --><\/p>\n<p><!-- wp:paragraph --><\/p>\n<p>Toute action de formation articule plusieurs temporalit\u00e9s :<\/p>\n<p><!-- \/wp:paragraph --><\/p>\n<p><!-- wp:list {\"ordered\":true} --><\/p>\n<ol class=\"wp-block-list\"><!-- wp:list-item --><\/p>\n<li>un programme institutionnel h\u00e9rit\u00e9 du pass\u00e9 ;<\/li>\n<p><!-- \/wp:list-item --><\/p>\n<p><!-- wp:list-item --><\/p>\n<li>une n\u00e9gociation dans le pr\u00e9sent ;<\/li>\n<p><!-- \/wp:list-item --><\/p>\n<p><!-- wp:list-item --><\/p>\n<li>la r\u00e9alisation concr\u00e8te de la formation ;<\/li>\n<p><!-- \/wp:list-item --><\/p>\n<p><!-- wp:list-item --><\/p>\n<li>les usages futurs de la formation.<\/li>\n<p><!-- \/wp:list-item --><\/ol>\n<p><!-- \/wp:list --><\/p>\n<p><!-- wp:paragraph --><\/p>\n<p>\u00c0 cela s\u2019ajoutent :<\/p>\n<p><!-- \/wp:paragraph --><\/p>\n<p><!-- wp:list --><\/p>\n<ul class=\"wp-block-list\"><!-- wp:list-item --><\/p>\n<li>les temporalit\u00e9s subjectives des apprenants ;<\/li>\n<p><!-- \/wp:list-item --><\/p>\n<p><!-- wp:list-item --><\/p>\n<li>les relations entre formateurs et stagiaires ;<\/li>\n<p><!-- \/wp:list-item --><\/p>\n<p><!-- wp:list-item --><\/p>\n<li>les diff\u00e9rences entre pr\u00e9sentiel et distanciel.<\/li>\n<p><!-- \/wp:list-item --><\/ul>\n<p><!-- \/wp:list --><\/p>\n<p><!-- wp:separator --><\/p>\n<hr class=\"wp-block-separator has-alpha-channel-opacity\"\/>\n<!-- \/wp:separator --><\/p>\n<p><!-- wp:heading {\"level\":1} --><\/p>\n<h1 class=\"wp-block-heading\">III. Les sept figures typiques des temporalit\u00e9s en formation<\/h1>\n<p><!-- \/wp:heading --><\/p>\n<p><!-- wp:heading --><\/p>\n<h2 class=\"wp-block-heading\">1. Le temps programmatique<\/h2>\n<p><!-- \/wp:heading --><\/p>\n<p><!-- wp:paragraph --><\/p>\n<p>Le temps programmatique correspond :<\/p>\n<p><!-- \/wp:paragraph --><\/p>\n<p><!-- wp:list --><\/p>\n<ul class=\"wp-block-list\"><!-- wp:list-item --><\/p>\n<li>aux commandes institutionnelles ;<\/li>\n<p><!-- \/wp:list-item --><\/p>\n<p><!-- wp:list-item --><\/p>\n<li>aux programmes ;<\/li>\n<p><!-- \/wp:list-item --><\/p>\n<p><!-- wp:list-item --><\/p>\n<li>aux r\u00e9f\u00e9rentiels ;<\/li>\n<p><!-- \/wp:list-item --><\/p>\n<p><!-- wp:list-item --><\/p>\n<li>aux \u00e9ch\u00e9ances.<\/li>\n<p><!-- \/wp:list-item --><\/ul>\n<p><!-- \/wp:list --><\/p>\n<p><!-- wp:paragraph --><\/p>\n<p>Il rel\u00e8ve d\u2019une logique d\u2019anticipation mais pr\u00e9tend souvent rester \u00ab d\u2019actualit\u00e9 \u00bb, m\u00eame lorsque les contextes \u00e9voluent.<\/p>\n<p><!-- \/wp:paragraph --><\/p>\n<p><!-- wp:separator --><\/p>\n<hr class=\"wp-block-separator has-alpha-channel-opacity\"\/>\n<!-- \/wp:separator --><\/p>\n<p><!-- wp:heading --><\/p>\n<h2 class=\"wp-block-heading\">2. Le temps de l\u2019alternance<\/h2>\n<p><!-- \/wp:heading --><\/p>\n<p><!-- wp:paragraph --><\/p>\n<p>L\u2019alternance associe :<\/p>\n<p><!-- \/wp:paragraph --><\/p>\n<p><!-- wp:list --><\/p>\n<ul class=\"wp-block-list\"><!-- wp:list-item --><\/p>\n<li>temps de travail ;<\/li>\n<p><!-- \/wp:list-item --><\/p>\n<p><!-- wp:list-item --><\/p>\n<li>temps de formation.<\/li>\n<p><!-- \/wp:list-item --><\/ul>\n<p><!-- \/wp:list --><\/p>\n<p><!-- wp:paragraph --><\/p>\n<p>Elle articule :<\/p>\n<p><!-- \/wp:paragraph --><\/p>\n<p><!-- wp:list --><\/p>\n<ul class=\"wp-block-list\"><!-- wp:list-item --><\/p>\n<li>pratique ;<\/li>\n<p><!-- \/wp:list-item --><\/p>\n<p><!-- wp:list-item --><\/p>\n<li>th\u00e9orie ;<\/li>\n<p><!-- \/wp:list-item --><\/p>\n<p><!-- wp:list-item --><\/p>\n<li>implication ;<\/li>\n<p><!-- \/wp:list-item --><\/p>\n<p><!-- wp:list-item --><\/p>\n<li>prise de recul r\u00e9flexive.<\/li>\n<p><!-- \/wp:list-item --><\/ul>\n<p><!-- \/wp:list --><\/p>\n<p><!-- wp:paragraph --><\/p>\n<p>Cette tension peut \u00eatre f\u00e9conde mais aussi difficile \u00e0 supporter pour certains apprenants.<\/p>\n<p><!-- \/wp:paragraph --><\/p>\n<p><!-- wp:separator --><\/p>\n<hr class=\"wp-block-separator has-alpha-channel-opacity\"\/>\n<!-- \/wp:separator --><\/p>\n<p><!-- wp:heading --><\/p>\n<h2 class=\"wp-block-heading\">3. Le temps transitionnel<\/h2>\n<p><!-- \/wp:heading --><\/p>\n<p><!-- wp:paragraph --><\/p>\n<p>La formation peut constituer une transition entre deux \u00e9tapes professionnelles :<\/p>\n<p><!-- \/wp:paragraph --><\/p>\n<p><!-- wp:list --><\/p>\n<ul class=\"wp-block-list\"><!-- wp:list-item --><\/p>\n<li>reconversion ;<\/li>\n<p><!-- \/wp:list-item --><\/p>\n<p><!-- wp:list-item --><\/p>\n<li>mobilit\u00e9 ;<\/li>\n<p><!-- \/wp:list-item --><\/p>\n<p><!-- wp:list-item --><\/p>\n<li>r\u00e9orientation ;<\/li>\n<p><!-- \/wp:list-item --><\/p>\n<p><!-- wp:list-item --><\/p>\n<li>retour \u00e0 l\u2019emploi.<\/li>\n<p><!-- \/wp:list-item --><\/ul>\n<p><!-- \/wp:list --><\/p>\n<p><!-- wp:paragraph --><\/p>\n<p>Le Projet de Transition Professionnelle illustre cette logique.<\/p>\n<p><!-- \/wp:paragraph --><\/p>\n<p><!-- wp:separator --><\/p>\n<hr class=\"wp-block-separator has-alpha-channel-opacity\"\/>\n<!-- \/wp:separator --><\/p>\n<p><!-- wp:heading --><\/p>\n<h2 class=\"wp-block-heading\">4. Le temps de l\u2019histoire de vie<\/h2>\n<p><!-- \/wp:heading --><\/p>\n<p><!-- wp:paragraph --><\/p>\n<p>Les histoires de vie et autobiographies raisonn\u00e9es permettent :<\/p>\n<p><!-- \/wp:paragraph --><\/p>\n<p><!-- wp:list --><\/p>\n<ul class=\"wp-block-list\"><!-- wp:list-item --><\/p>\n<li>une r\u00e9flexion sur l\u2019exp\u00e9rience ;<\/li>\n<p><!-- \/wp:list-item --><\/p>\n<p><!-- wp:list-item --><\/p>\n<li>une autoformation existentielle ;<\/li>\n<p><!-- \/wp:list-item --><\/p>\n<p><!-- wp:list-item --><\/p>\n<li>une mise en sens du parcours.<\/li>\n<p><!-- \/wp:list-item --><\/ul>\n<p><!-- \/wp:list --><\/p>\n<p><!-- wp:paragraph --><\/p>\n<p>Le r\u00e9cit devient alors un outil de formation.<\/p>\n<p><!-- \/wp:paragraph --><\/p>\n<p><!-- wp:separator --><\/p>\n<hr class=\"wp-block-separator has-alpha-channel-opacity\"\/>\n<!-- \/wp:separator --><\/p>\n<p><!-- wp:heading --><\/p>\n<h2 class=\"wp-block-heading\">5. Le temps de l\u2019accompagnement<\/h2>\n<p><!-- \/wp:heading --><\/p>\n<p><!-- wp:paragraph --><\/p>\n<p>Les pratiques d\u2019accompagnement :<\/p>\n<p><!-- \/wp:paragraph --><\/p>\n<p><!-- wp:list --><\/p>\n<ul class=\"wp-block-list\"><!-- wp:list-item --><\/p>\n<li>coaching ;<\/li>\n<p><!-- \/wp:list-item --><\/p>\n<p><!-- wp:list-item --><\/p>\n<li>tutorat ;<\/li>\n<p><!-- \/wp:list-item --><\/p>\n<p><!-- wp:list-item --><\/p>\n<li>mentorat ;<\/li>\n<p><!-- \/wp:list-item --><\/ul>\n<p><!-- \/wp:list --><\/p>\n<p><!-- wp:paragraph --><\/p>\n<p>reposent sur une relation individualis\u00e9e inscrite dans la dur\u00e9e.<\/p>\n<p><!-- \/wp:paragraph --><\/p>\n<p><!-- wp:paragraph --><\/p>\n<p>Elles articulent :<\/p>\n<p><!-- \/wp:paragraph --><\/p>\n<p><!-- wp:list --><\/p>\n<ul class=\"wp-block-list\"><!-- wp:list-item --><\/p>\n<li>pr\u00e9sence relationnelle ;<\/li>\n<p><!-- \/wp:list-item --><\/p>\n<p><!-- wp:list-item --><\/p>\n<li>projection vers un objectif.<\/li>\n<p><!-- \/wp:list-item --><\/ul>\n<p><!-- \/wp:list --><\/p>\n<p><!-- wp:separator --><\/p>\n<hr class=\"wp-block-separator has-alpha-channel-opacity\"\/>\n<!-- \/wp:separator --><\/p>\n<p><!-- wp:heading --><\/p>\n<h2 class=\"wp-block-heading\">6. Le temps de l\u2019Afest<\/h2>\n<p><!-- \/wp:heading --><\/p>\n<p><!-- wp:paragraph --><\/p>\n<p>L\u2019Action de Formation En Situation de Travail (Afest) associe :<\/p>\n<p><!-- \/wp:paragraph --><\/p>\n<p><!-- wp:list --><\/p>\n<ul class=\"wp-block-list\"><!-- wp:list-item --><\/p>\n<li>activit\u00e9 professionnelle ;<\/li>\n<p><!-- \/wp:list-item --><\/p>\n<p><!-- wp:list-item --><\/p>\n<li>formation ;<\/li>\n<p><!-- \/wp:list-item --><\/p>\n<p><!-- wp:list-item --><\/p>\n<li>r\u00e9flexivit\u00e9.<\/li>\n<p><!-- \/wp:list-item --><\/ul>\n<p><!-- \/wp:list --><\/p>\n<p><!-- wp:paragraph --><\/p>\n<p>Elle repose sur :<\/p>\n<p><!-- \/wp:paragraph --><\/p>\n<p><!-- wp:list --><\/p>\n<ul class=\"wp-block-list\"><!-- wp:list-item --><\/p>\n<li>l\u2019exp\u00e9rimentation ;<\/li>\n<p><!-- \/wp:list-item --><\/p>\n<p><!-- wp:list-item --><\/p>\n<li>le droit \u00e0 l\u2019erreur ;<\/li>\n<p><!-- \/wp:list-item --><\/p>\n<p><!-- wp:list-item --><\/p>\n<li>l\u2019analyse r\u00e9flexive.<\/li>\n<p><!-- \/wp:list-item --><\/ul>\n<p><!-- \/wp:list --><\/p>\n<p><!-- wp:separator --><\/p>\n<hr class=\"wp-block-separator has-alpha-channel-opacity\"\/>\n<!-- \/wp:separator --><\/p>\n<p><!-- wp:heading --><\/p>\n<h2 class=\"wp-block-heading\">7. Le temps de l\u2019apprenance et de la Foad<\/h2>\n<p><!-- \/wp:heading --><\/p>\n<p><!-- wp:paragraph --><\/p>\n<p>La Formation Ouverte et \u00c0 Distance (Foad) s\u2019appuie sur :<\/p>\n<p><!-- \/wp:paragraph --><\/p>\n<p><!-- wp:list --><\/p>\n<ul class=\"wp-block-list\"><!-- wp:list-item --><\/p>\n<li>l\u2019autonomie ;<\/li>\n<p><!-- \/wp:list-item --><\/p>\n<p><!-- wp:list-item --><\/p>\n<li>la motivation ;<\/li>\n<p><!-- \/wp:list-item --><\/p>\n<p><!-- wp:list-item --><\/p>\n<li>l\u2019autoformation ;<\/li>\n<p><!-- \/wp:list-item --><\/p>\n<p><!-- wp:list-item --><\/p>\n<li>les technologies num\u00e9riques.<\/li>\n<p><!-- \/wp:list-item --><\/ul>\n<p><!-- \/wp:list --><\/p>\n<p><!-- wp:paragraph --><\/p>\n<p>Elle combine :<\/p>\n<p><!-- \/wp:paragraph --><\/p>\n<p><!-- wp:list --><\/p>\n<ul class=\"wp-block-list\"><!-- wp:list-item --><\/p>\n<li>pr\u00e9sentiel ;<\/li>\n<p><!-- \/wp:list-item --><\/p>\n<p><!-- wp:list-item --><\/p>\n<li>distanciel ;<\/li>\n<p><!-- \/wp:list-item --><\/p>\n<p><!-- wp:list-item --><\/p>\n<li>individualisation ;<\/li>\n<p><!-- \/wp:list-item --><\/p>\n<p><!-- wp:list-item --><\/p>\n<li>connectivit\u00e9.<\/li>\n<p><!-- \/wp:list-item --><\/ul>\n<p><!-- \/wp:list --><\/p>\n<p><!-- wp:paragraph --><\/p>\n<p>L\u2019apprenance devient une comp\u00e9tence centrale du parcours de vie.<\/p>\n<p><!-- \/wp:paragraph --><\/p>\n<p><!-- wp:separator --><\/p>\n<hr class=\"wp-block-separator has-alpha-channel-opacity\"\/>\n<!-- \/wp:separator --><\/p>\n<p><!-- wp:heading {\"level\":1} --><\/p>\n<h1 class=\"wp-block-heading\">IV. Perspectives<\/h1>\n<p><!-- \/wp:heading --><\/p>\n<p><!-- wp:heading --><\/p>\n<h2 class=\"wp-block-heading\">Formation et apprenance au service de quel cheminement ?<\/h2>\n<p><!-- \/wp:heading --><\/p>\n<p><!-- wp:paragraph --><\/p>\n<p>La formation tout au long de la vie accompagne d\u00e9sormais des parcours marqu\u00e9s par :<\/p>\n<p><!-- \/wp:paragraph --><\/p>\n<p><!-- wp:list --><\/p>\n<ul class=\"wp-block-list\"><!-- wp:list-item --><\/p>\n<li>l\u2019instabilit\u00e9 ;<\/li>\n<p><!-- \/wp:list-item --><\/p>\n<p><!-- wp:list-item --><\/p>\n<li>la mobilit\u00e9 ;<\/li>\n<p><!-- \/wp:list-item --><\/p>\n<p><!-- wp:list-item --><\/p>\n<li>les reconversions ;<\/li>\n<p><!-- \/wp:list-item --><\/p>\n<p><!-- wp:list-item --><\/p>\n<li>l\u2019incertitude.<\/li>\n<p><!-- \/wp:list-item --><\/ul>\n<p><!-- \/wp:list --><\/p>\n<p><!-- wp:paragraph --><\/p>\n<p>Le paradigme de la trajectoire laisse place \u00e0 celui du parcours de vie.<\/p>\n<p><!-- \/wp:paragraph --><\/p>\n<p><!-- wp:paragraph --><\/p>\n<p>L\u2019individu devient :<\/p>\n<p><!-- \/wp:paragraph --><\/p>\n<p><!-- wp:list --><\/p>\n<ul class=\"wp-block-list\"><!-- wp:list-item --><\/p>\n<li>sujet ;<\/li>\n<p><!-- \/wp:list-item --><\/p>\n<p><!-- wp:list-item --><\/p>\n<li>acteur ;<\/li>\n<p><!-- \/wp:list-item --><\/p>\n<p><!-- wp:list-item --><\/p>\n<li>puis auteur de son parcours.<\/li>\n<p><!-- \/wp:list-item --><\/ul>\n<p><!-- \/wp:list --><\/p>\n<p><!-- wp:paragraph --><\/p>\n<p>Les temporalit\u00e9s de formation participent alors :<\/p>\n<p><!-- \/wp:paragraph --><\/p>\n<p><!-- wp:list --><\/p>\n<ul class=\"wp-block-list\"><!-- wp:list-item --><\/p>\n<li>\u00e0 l\u2019autonomisation ;<\/li>\n<p><!-- \/wp:list-item --><\/p>\n<p><!-- wp:list-item --><\/p>\n<li>\u00e0 l\u2019\u00e9mancipation ;<\/li>\n<p><!-- \/wp:list-item --><\/p>\n<p><!-- wp:list-item --><\/p>\n<li>\u00e0 la construction de sens.<\/li>\n<p><!-- \/wp:list-item --><\/ul>\n<p><!-- \/wp:list --><\/p>\n<p><!-- wp:paragraph --><\/p>\n<p>Mais chaque temporalit\u00e9 comporte aussi des fragilit\u00e9s :<\/p>\n<p><!-- \/wp:paragraph --><\/p>\n<p><!-- wp:list --><\/p>\n<ul class=\"wp-block-list\"><!-- wp:list-item --><\/p>\n<li>exc\u00e8s de programmation ;<\/li>\n<p><!-- \/wp:list-item --><\/p>\n<p><!-- wp:list-item --><\/p>\n<li>alternance mal v\u00e9cue ;<\/li>\n<p><!-- \/wp:list-item --><\/p>\n<p><!-- wp:list-item --><\/p>\n<li>temporalit\u00e9s inadapt\u00e9es ;<\/li>\n<p><!-- \/wp:list-item --><\/p>\n<p><!-- wp:list-item --><\/p>\n<li>d\u00e9sillusions professionnelles.<\/li>\n<p><!-- \/wp:list-item --><\/ul>\n<p><!-- \/wp:list --><\/p>\n<p><!-- wp:paragraph --><\/p>\n<p>Les auteurs soulignent ainsi que les dispositifs de formation et d\u2019apprenance doivent encore progresser pour mieux accompagner les parcours adultes et \u00e9viter que certaines temporalit\u00e9s deviennent des obstacles plut\u00f4t que des ressources.<\/p>\n<p><!-- \/wp:paragraph --><\/p>\n<p><!-- wp:separator --><\/p>\n<hr class=\"wp-block-separator has-alpha-channel-opacity\"\/>\n<!-- \/wp:separator --><\/p>\n<p><!-- wp:heading {\"level\":1} --><\/p>\n<h1 class=\"wp-block-heading\">Bibliographie<\/h1>\n<p><!-- \/wp:heading --><\/p>\n<p><!-- wp:paragraph --><\/p>\n<p><em>(Bibliographie conserv\u00e9e et harmonis\u00e9e)<\/em><\/p>\n<p><!-- \/wp:paragraph --><\/p>\n<p><!-- wp:list --><\/p>\n<ul class=\"wp-block-list\"><!-- wp:list-item --><\/p>\n<li>Ardoino, J. (2000). <em>Les avatars de l\u2019\u00e9ducation<\/em>. Paris : PUF.<\/li>\n<p><!-- \/wp:list-item --><\/p>\n<p><!-- wp:list-item --><\/p>\n<li>Ardouin, T. (2017). <em>Ing\u00e9nierie de formation<\/em>. Paris : Dunod.<\/li>\n<p><!-- \/wp:list-item --><\/p>\n<p><!-- wp:list-item --><\/p>\n<li>Astier, I. (2007). <em>Les nouvelles r\u00e8gles du social<\/em>. Paris : PUF.<\/li>\n<p><!-- \/wp:list-item --><\/p>\n<p><!-- wp:list-item --><\/p>\n<li>Aubert, N. (2003). <em>Le culte de l\u2019urgence<\/em>. Paris : Flammarion.<\/li>\n<p><!-- \/wp:list-item --><\/p>\n<p><!-- wp:list-item --><\/p>\n<li>Audigier, F. (2007). <em>Temps subi, temps construit<\/em>.<\/li>\n<p><!-- \/wp:list-item --><\/p>\n<p><!-- wp:list-item --><\/p>\n<li>Bachelard, G. (1950). <em>La dialectique de la dur\u00e9e<\/em>. Paris : Boivin.<\/li>\n<p><!-- \/wp:list-item --><\/p>\n<p><!-- wp:list-item --><\/p>\n<li>Bergson, H. (1907). <em>L\u2019\u00e9volution cr\u00e9atrice<\/em>. Paris : F\u00e9lix Alcan.<\/li>\n<p><!-- \/wp:list-item --><\/p>\n<p><!-- wp:list-item --><\/p>\n<li>Boutinet, J.-P. (2010). <em>Grammaires des conduites \u00e0 projet<\/em>. Paris : PUF.<\/li>\n<p><!-- \/wp:list-item --><\/p>\n<p><!-- wp:list-item --><\/p>\n<li>Carr\u00e9, P. (2020). <em>Pourquoi et comment les adultes apprennent<\/em>. Paris : Dunod.<\/li>\n<p><!-- \/wp:list-item --><\/p>\n<p><!-- wp:list-item --><\/p>\n<li>Dewey, J. (1938). <em>Experience and Education<\/em>. New York : Macmillan.<\/li>\n<p><!-- \/wp:list-item --><\/p>\n<p><!-- wp:list-item --><\/p>\n<li>Dominic\u00e9, P. (1996). <em>L\u2019histoire de vie comme processus de formation<\/em>. Paris : L\u2019Harmattan.<\/li>\n<p><!-- \/wp:list-item --><\/p>\n<p><!-- wp:list-item --><\/p>\n<li>Hartog, F. (2003). <em>R\u00e9gimes d\u2019historicit\u00e9<\/em>. Paris : Seuil.<\/li>\n<p><!-- \/wp:list-item --><\/p>\n<p><!-- wp:list-item --><\/p>\n<li>Knowles, M. (1970). <em>The Modern Practice of Adult Education<\/em>.<\/li>\n<p><!-- \/wp:list-item --><\/p>\n<p><!-- wp:list-item --><\/p>\n<li>Lyotard, J.-F. (1979). <em>La condition postmoderne<\/em>. Paris : Minuit.<\/li>\n<p><!-- \/wp:list-item --><\/p>\n<p><!-- wp:list-item --><\/p>\n<li>Mezirow, J. (1987). <em>Penser son exp\u00e9rience<\/em>. Lyon : Chronique sociale.<\/li>\n<p><!-- \/wp:list-item --><\/p>\n<p><!-- wp:list-item --><\/p>\n<li>Pineau, G. (2000). <em>Temporalit\u00e9s en formation<\/em>. Paris : Anthropos.<\/li>\n<p><!-- \/wp:list-item --><\/p>\n<p><!-- wp:list-item --><\/p>\n<li>Rosa, H. (2010). <em>Acc\u00e9l\u00e9ration<\/em>. Paris : La D\u00e9couverte.<\/li>\n<p><!-- \/wp:list-item --><\/p>\n<p><!-- wp:list-item --><\/p>\n<li>Sch\u00f6n, D. A. (1983). <em>The Reflective Practitioner<\/em>. New York : Basic Books.<\/li>\n<p><!-- \/wp:list-item --><\/ul>\n<p><!-- \/wp:list --><\/p>\n<\/div><\/div><\/div><\/div><\/div>","protected":false},"excerpt":{"rendered":"<p>Les d\u00e9marches de formation doivent aujourd\u2019hui composer avec une pluralit\u00e9 de temporalit\u00e9s : celles des institutions, des dispositifs, des parcours professionnels, mais aussi celles, plus singuli\u00e8res, des individus confront\u00e9s aux transitions, aux ruptures et aux \u00e9v\u00e9nements de vie. La formation tout au long de la vie devient ainsi un espace de cohabitation entre temps programmatiques, temps exp\u00e9rientiels et temps d\u2019apprenance.<\/p>\n","protected":false},"author":1,"featured_media":225131,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[11],"tags":[],"class_list":["post-225053","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-veille-pedagogique"],"_links":{"self":[{"href":"https:\/\/isonia-conseil.fr\/index.php\/wp-json\/wp\/v2\/posts\/225053","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/isonia-conseil.fr\/index.php\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/isonia-conseil.fr\/index.php\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/isonia-conseil.fr\/index.php\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/isonia-conseil.fr\/index.php\/wp-json\/wp\/v2\/comments?post=225053"}],"version-history":[{"count":4,"href":"https:\/\/isonia-conseil.fr\/index.php\/wp-json\/wp\/v2\/posts\/225053\/revisions"}],"predecessor-version":[{"id":225118,"href":"https:\/\/isonia-conseil.fr\/index.php\/wp-json\/wp\/v2\/posts\/225053\/revisions\/225118"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/isonia-conseil.fr\/index.php\/wp-json\/wp\/v2\/media\/225131"}],"wp:attachment":[{"href":"https:\/\/isonia-conseil.fr\/index.php\/wp-json\/wp\/v2\/media?parent=225053"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/isonia-conseil.fr\/index.php\/wp-json\/wp\/v2\/categories?post=225053"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/isonia-conseil.fr\/index.php\/wp-json\/wp\/v2\/tags?post=225053"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}