The Construction of a CFAE: Logics of Action and Educational Territorialization Practices
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This article presents a summary of an empirical study conducted in 1999–2000, which involved observing, describing, and interpreting the realities and potential of a CFAE (School Association Training Centre). This research adopted a qualitative approach and was structured as a naturalistic case study with an ethnographic orientation. The study is organised around two objectives: first, to foster an understanding of the action logics and training paradigms underlying the development of training practices; and second, to understand the relationship between these processes and practices of educational territorialization.
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