Educational intervention: issues, challenges and perspectives
This article provides an introduction to educational intervention, a concept with ‟chargedˮ origins, a term that is not neutral and includes necessarily the definition of the role and posture of the researcher in the human and social sciences. The intervention is a conception of reality, a plural relation (to oneself, to the other and to the world), a complex practice where the subject and the object are intertwined and dialectalised throughout the interaction that binds them, etc. Several authors (Lenoir, Larose, Deaudelin, Kalubi et Roy, 2002 ; Couturier, 2004 ; Larose, Couturier, Bédard, Larivée, Boulanger, Terrisse, 2013 ; Lenoir, 2009, 2011, 2014 ; Lenoir, Rey et Fazenda, 2001 ; etc.) emphasized its polysemic, if not polyphonic, nature which is presented briefly in this introduction. In education and training, the dialectic between teaching and learning presupposes interactions and mediations, introduces regulations, illuminates the dynamic nature of the decision-making process of teachers, and produces change, all of which provide an opportunity to approach the question of educational intervention according to three perspectives: notional, epistemological and empirical/praxical. The issues that are developed in the six articles of this thematic issue are presented with the shared ambition of examining teaching-learning processes and debating the concept of intervention, via a critical approach.