Résumé:
"The PAREA program regularly supports college initiatives
in the implementation of research related to pedagogy. In
recent years, the program has added an obligation to its
requirements: any researcher presenting a project must
commit to including a student on their research team.
While this obligation is theoretically very interesting, it
nevertheless implies a certain pragmatic reflection for the
research team: how to choose this student resource? What
tasks should be entrusted to them? How should they be
supervised? What ethical dimensions should be consid ered? Moreover, the inclusion of a student also leads to a
reflection on the posture of the research team toward this
person: will they interact with the student based on the
principle of equality? Do they want to train this person
in research, or give them basic tasks that will make them
an "administrative" resource? Behind this question lies
another, more fundamental question: what can a student
really gain from the experience of participating in an edu cational research project? This article presents, through a
retrospective dialogue, the research team members’ expe rience of including a student in the current PAREA project,
as well as the perspective of the student who took part."--AQPC
