| Summary: | In the field of education, professional care practices require the observation and interpretation of the behaviours of individuals receiving support, with the aim of formulating responses that align with their needs. These professional skills are predicated on the act of caring for others and are realised through interactions. In this regard, the present article undertakes an analysis of how a focus on the interactional dimension of work, within the paradigm of collective analysis sessions grounded in filmed traces, enables professionals to discern and comprehend the filmed behaviours of the individuals concerned. To answer this question, the article discusses the interactional dimensions of care on a theoretical level, based on an ethnomethodological interactional approach, before presenting the characteristics of the collective work analysis system. Empirical analysis of two collective analysis sessions then follows, highlighting the manner in which the collective dimension of exchanges, the attention paid to the details of interactions, and the interdependence of exchanges, contribute to the transformation of perception and understanding of filmed interactions within the collective. The theoretical and methodological aspects of the collective interaction analysis device are discussed in the light of the results, opening up new perspectives.
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