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                <term xml:lang="en">Attention training</term>
                <term xml:lang="en">Prevention training</term>
                <term xml:lang="en">Cooperation training</term>
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                <term xml:lang="fr">Formation à l'attention</term>
                <term xml:lang="fr">Formation à la prévention</term>
                <term xml:lang="fr">Formation à la coopération</term>
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              <p>Recent research interested in work, organizations, reliability and human factor advocate for a renewal of interpretation and intervention frameworks toward risk management. Resilience seems to be a fruitful approach to contributing to it, but its concrete operationalization is still insufficient, particularly in the educational field. This contribution is based on an ongoing project funded by the FonCSI and aiming at the development of training of and through resilience. In this project, we study (i) "prototypical" training situations, (ii) the experiences lived by trainees and trainers, and (iii) the related learning-development. We present here its theoretical and methodological aspects, as well as four "pilot" design principles derived from an exploratory study of two "prototypical" programs. The prospects opened up by this project are being discussed.</p>
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              <p>De nombreux travaux intéressés au travail, aux organisations, à la fiabilité et aux facteurs organisationnels et humains plaident pour un renouvellement des cadres d’interprétation et d’intervention pour la gestion des risques. La résilience semble constituer une approche féconde pour y contribuer, son opérationnalisation concrète restant néanmoins insuffisante, notamment dans le domaine de la formation. Cette contribution s’appuie sur un projet en cours financé par la FonCSI et œuvrant pour le développement de formations à et par la résilience. Inscrit dans un programme de recherche-conception mobilisant l’analyse du travail sous les hypothèses d’enaction et d’expérience (Theureau, 2015), ce projet s’intéresse (i) à des situations de formation « prototypiques », (ii) à l’activité des formés et des formateurs dans ces situations de formation au niveau où elle donne lieu à expérience, et (iii) les apprentissages-développements constitutifs de cette activité. Nous présentons ici ses volets théoriques et méthodologiques, ainsi que quatre principes de conception « pilotes », dont la fécondité reste à éprouver, dérivés de recherches antérieurs et des premières observations de deux dispositifs « prototypiques ». Les perspectives ouvertes par ce projet sont abordées en discussion.</p>
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