Educational Support: Knowledge and Gestures in the Perspective of Accompagnement

The contribution aims to investigate the theme of educational support, through the accompagnement paradigm. At an exploratory survey level, it is proposed to deepen the educational concept of accompagnement, under the theoretical and epistemological aspects. To this end, the significance of this practice in adult education should be investigated to identify to what extent it can represent a relevant and effective practice within today’s society. Referring to the complexity and frailty of educational work, il could be an opportunity to reflect on the educational work and to strengthen the educators’ identity from a reflection on the meanings and the intertwining of knowledge and professional gestures. Theoretical exploration will open the field to new paths of empirical research in education.