DÉFIS DE LA CO-SITUATION D’UNE RECHERCHE COLLABORATIVE: Prépublication

The subject of our article is the co-situation phase of a collaborative research, which was conducted partly at a distance and partly face-to-face, between French Guyana (where the research took place) and Switzerland (researcher's university). More specifically, the article investigates the challenges and obstacles involved in the co-development of a project involving a researcher and teachers who are geographically remote. The formative assessment device of the oral language of allophone kindergarten pupils (4-5-year-olds) took place in a context where translanguaging (alternating languages) operates between teachers (French) and pupils (n'djuka). Based on exploratory, individual and collective interviews, an atypical dynamic emerges in the negotiation of the common research problem which extends over the entire co-situation phase of the research. Five research’s axes grouping obstacles and interdependent challenges where identified: the initiation of the co-situation, the implementation of the physical and temporal “third space”, the construction and maintenance of a climate of mutual trust, the co-construction and sharing of a common problem and the operationalization on the methodological level. Other emerging elements show that, at first glance, what could constitute obstacles and challenges specific to remoteness can be resources for the co-construction of the object.