Daniel Thin

Bio: Daniel Thin is an academic researcher. The author has an hindex of 3, co-authored 3 publications receiving 122 citations.

Politiques scolaires urbaines

Abstract: La recherche dont les principaux resultats sont presentes dans ce volume porte sur les formes de politiques d'education qui ont pu apparaitre dans les communes, notamment a la suite des politiques nationales qui visent a les faire exister Elle montre la diversite de ces politiques, non seulement selon leurs orientations, mais surtout selon les modes de construction de l'action politique locale Elle analyse leurs conditions sociales d'elaboration et de mise en œuvre, les enjeux et les conflits qui en sont constitutifs Elle s'efforce de degager les processus de legitimation dans lesquels ces politiques se definissent et operentL'analyse de certains aspects des phenomenes de scolarisation au plan local (transformations des demandes des familles, interference des problemes sociaux tels que le chomage, intervention de differents groupes dans les activites peri-scolaires), debouche sur le probleme actuel qui est, de maniere indissociable, le probleme politique du "modele republicain" de l'ecole et le probleme des transformations de l'Etat

Learning 'From Nobody': The Limited Role of Teaching in Folk Models of Children's Development

Abstract: Among the Western intelligentsia, parenting is synonymous with teaching. We are cajoled into beginning our child’s education in the womb and feel guilty whenever a ‘teaching moment’ is squandered. This paper will argue that this reliance on teaching generally, and especially on parents as teachers, is quite recent historically and localised culturally. The majority follow a laissez faire attitude towards development that relies heavily on children’s natural curiosity and motivation to emulate those who are more expert.

A cultura escolar como categoria de análise e como campo de investigação na história da educação brasileira

Abstract: The concern with the issue of school culture has arisen in the context of a turn taken by the works in the history of education and of an ever so fruitful confluence with the discipline of History, be it for the practice of gathering, organization and expansion of the documental mass of data to be used in the analyses, be it by the acceptance of legitimacy protocols from the historiographic narrative. The article represents a synthesis of the investigations that have been conducted by researchers, and intends to apprehend how school culture has been taken on board by the field of History of Brazilian Education as a category of analysis and as a topic of study. To such purpose, the paper is composed of three parts. The first part deals with the most commonly used definitions of school culture. Works by Dominique Julia, Andre Chervel, Jean-Claude Forquin and Antonio Vinao Frago are focused here in an attempt to establish similarities and differences between the ideas of the various authors. The dissemination of these texts in Brazil is also discussed in this first part. The second part of the article, without any intention of representing a complete bibliographic review or a comprehensive listing of titles and authors, draws attention to some of the dimensions of the Brazilian education reality, which the researchers have been trying to understand with the aid of the notion of school culture. Finally, the article points out some of the challenges that have to be faced in carrying on these studies and in strengthening the theoretical-methodological foundations of the studies that use the general framework discussed here.

Épreuves et ressources des enseignants en fin de carrière : Exemple des enseignants de collège en éducation prioritaire

Abstract: La these a pour objectif de comprendre la persistance d’enseignants en fin de carriere dans les colleges de l’education prioritaire. Les reformes initiees par l’action publique depuis le milieu des annees 1970, dont la massification et la creation des zones prioritaires, ont sensiblement modifie le metier d’enseignant. L’autonomie attribuee par l’institution aux acteurs locaux lors de la creation des ZEP a permis, au collectif de travail et aux enseignants des pratiques se detachant des formats institues. La plasticite a permis aux enseignants en fin de carriere de donner une forme specifique au metier et de prendre la forme du metier durant toute la carriere.Les entretiens semi-directifs (79 enseignants et 20 chefs d’etablissement) mettent en evidence les ressources mobilisees dans les configurations ou les epreuves sont nombreuses, que ce soit dans les pratiques ordinaires du travail ou dans les formes plus engagees consistant a se confronter aux epreuves. Certaines disciplines ont pu stabiliser les enseignants dans les etablissements en education prioritaire alors que d’autres ont favorise les departs d’enseignants. La separation de la population en deux groupes : les 55 ans et plus et les 54 ans et moins, a fait emerger un « seuil d’âge » qui organise les departs des colleges labellises REP. Le travail aupres d’eleves en difficulte scolaire, les contextes des banlieues, l’âge, les reformes eprouvent les enseignants et durer dans les contextes de l’education prioritaire devient de plus en plus difficile. La professionnalite integre d’une part des dimensions subjectives comme le don, la composante emotionnelle du metier, la reconnaissance, et d’autre part des approches rationnelles comme la creation dans le travail, les partenariats, les reseaux. Un assemblage qui a fait rester les enseignants les plus âges. Les nouvelles generations font de l’education prioritaire un passage oblige. Les fins de carriere interrogent la dimension politique et posent le paradoxe, au regard des seniors de plus en plus nombreux en France, de la disparition des enseignants quinquagenaires des colleges de l’education prioritaire. Il y aura toujours des enseignants dans les colleges classes en REP, REP+ mais les enseignants en fin de carriere de 55 ans et plus seront de moins en moins nombreux.

A internalização da exclusão

Abstract: This paper aims at showing the concealed forms that the neoliberal public policies implemented in order to reduce the economical, social and political costs of the objective forms of exclusion (repetition and desertion). Without modifying the essence of school selectivity, they created a field of subjective exclusion (auto-exclusion, exclusion between cycles, "trilhas de progressao continuada differenciadas"), in which the very person excluded is responsible for their exclusion. Three theses are presented in an attempt to understand this movement. The first one deals with the conversion of the objective exclusion into subjective exclusion. The second one shows how the mechanisms of informal assessment function to create "trilhas de progressao continuada diferenciadas" in the organization proposals by cycles of continued progression. Finally, the last one pinpoints the "deresponsibilization" of school with regards to the schooling of the lower classes ("learn to learn"), in the wake of the "deresponsibilization" of the very minimal State proposed by the current public policies. Finally, by contrast, the author presents some elements for an alternative policy directed to the training responsibility of school; elements aimed at transforming the relationship among people and between them and nature.

Para uma análise das relações entre famílias populares e escola: confrontação entre lógicas socializadoras

Abstract: O artigo parte da consideracao de que nao e somente o capital cultural e o capital escolar que estao em jogo no processo de escolarizacao. As praticas de socializacao das familias implicadas podem estar em consonância ou em dissonância com a logica que organiza o cotidiano da escola, favorecendo ou nao seu trabalho. A escola e um lugar de confrontacao de modos de socializacao divergentes, sendo o seu proprio modo de socializacao - o modo de socializacao escolar - considerado hegemonico. Analisa como fonte das dificuldades escolares de filhos de camadas populares tensoes, contradicoes entre as logicas da escola e as logicas de suas familias. Discute os confrontos entre o modo de exercer autoridade, o modo de comunicacao, a relacao com o tempo e o sentido da escolarizacao, como casos em que as logicas de socializacao naqueles dois espacos se opoem. Mostra que e preciso buscar nos confrontos entre logicas populares e logicas escolares as fontes das dificuldades particulares da escola e do ensino nos bairros populares.