摘要：move from a fearful and resistant This article tackles the question of change in education from the angle of its
appropriation by parents who actively practice ¡°learning as a family¡±, or who support
their children¡¯s education without full-time school attendance. This angle assumes
that appropriating the process of change and the decision to apply the process corresponds
to the appropriation of democratic mechanisms. A research-training,
based on a pragmatic, reflexive and contextual approach to governance, attempted
to create a collective actor able to participate in a thoughtful, active and democratic
renewal of the school. It also modelled the learning process for three groups of parentseducators.
The analysis identified pragmatic learning, involving the group¡¯s implementation
of practical conditions for the realization of a project, and genetic
learning, involving the creation of the collective actor, while targeting essential conditions
for success of the approach. The resources supporting the process ¨C the deve -
lopment of confidence, openness to outside resources, and the acquisition of
discursive, reflexive, decisional and procedural abilities -- allowed the groups to
position in relation to the school to a more confident
and open attitude, and to formulate suggestions for governing their practice.
These results suggest that the implementation of support measures for collective initiatives,
such as the ¡°accompanied self-training¡± explored in this research, is an effective
way to face the challenges of change in education.
