Book•
L'École primaire française
01 Jan 1996-pp 344
About: The article was published on 1996-01-01 and is currently open access. It has received 41 citations till now.
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01 Dec 2007
TL;DR: In this paper, a modele d'analyse of l'activite des enseignants is proposed, which implique d'identifier the dimensions potentiellement antagonistes of this activite and the compromis which assure its coherence.
Abstract: L’auteur propose un modele d’analyse de l’activite des enseignants dont il illustre la pertinence a travers les resultats de quelques-unes de ses recherches. Le modele est cyclique : Institution, Personnel, Public sont les trois composantes d’entree et de sortie. L’activite de l’enseignant est consideree comme le resultat d’un compromis entre des rationalites multiples : les objectifs didactiques et pedagogiques des enseignants, leurs propres buts subjectifs, ainsi que les contraintes et les ressources de leur milieu de travail. L’analyse implique d’identifier les dimensions potentiellement antagonistes de cette activite et les compromis qui assurent sa coherence. Elle requiert aussi d’examiner la maniere dont les enseignants interpretent les prescriptions qui leur sont adressees et redefinissent les tâches qu’ils se donnent a eux-memes.
150 citations
TL;DR: The most commonly used definitions of school culture can be found in the works by Dominique Julia, Andre Chervel, Jean-Claude Forquin and Antonio Vinao Frago.
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.
65 citations
TL;DR: In this paper, the authors focus on Bourdieu's contribution to the analysis and transformation of the field of education, and they show that when closely examined, his writings on education reveal not only one but at least three competitive or complementary policy theories.
Abstract: This article focuses on Bourdieu’s contribution to the analysis and transformation of the field of education. It shows that, when closely examined, Bourdieu’s writings on education reveal not only one but at least three competitive or complementary policy theories. There is a common principle to all of them, that is the invisibility of policy, which is embedded in the cognitive classifications and everyday activity of institutions. Nevertheless, while the first theory is strongly deterministic, the other two leave some room for political and pedagogical action. This article also shows that Bourdieu has exerted an important influence, both directly and indirectly, on collective representations and collective dynamics of educational politics and policy in France. This influence has lasted despite the extremely varied positions he took throughout his life and work on the relation between science and politics from strong reluctance to commit himself at the beginning of his career to academic radicalism at the...
61 citations
TL;DR: In this paper, the authors discuss the processus de construction de l’inegalite scolaire pouvant rendre compte de ces differentes objectivations statistiques.
Abstract: Depuis une quarantaine d’annees, la prevention de l’echec scolaire est devenue une des preoccupations majeures de l’ecole, et ce des la maternelle. Des etudes statistiques recurrentes indiquent que si la prescolarite longue est bien correlee a la reussite scolaire ulterieure, elle ne permet pas de reduire les inegalites sociales devant l’ecole. Cet article cherche a mettre en lumiere des processus de construction de l’inegalite scolaire pouvant rendre compte de ces differentes objectivations statistiques. L’inscription dans la duree de la plupart de ces processus nous a conduit a observer des pratiques d’eleves et d’enseignants de deux classes de grande section de maternelle tout au long d’une annee scolaire. Pour saisir la significativite de ces pratiques, nous avons croise ces observations d’une part avec une analyse des prescriptions presentes dans des textes officiels ou professionnels (programmes et revues specialisees) et d’autre part avec les principaux enseignements des travaux qui cherchent a expliquer les difficultes ulterieures d’eleves a partir du caractere scriptural de la forme scolaire.
54 citations
Book Chapter•
01 Jan 2005
TL;DR: In this paper, the authors define a meme mode de transmission des savoirs and de socialisation: un mode which distingue le moment de l'action "authentique" and celui de la formation, which anticipe, codifie et planifie les apprentissages vises, which impose des contraintes and des regles de fonctionnement basees sur l'asymetrie de linstructeur (suppose savant et competent) and de l-instruit (supposed ignorant).
Abstract: La forme scolaire d’education n’est pas propre a l’enfance. Elle se caracterise par la creation d’un espace-temps specifiquement consacre a l’apprentissage, separe des pratiques sociales auxquelles il est cense preparer. Sous cet angle, l’ecole primaire, les business schools ou les ecoles de parachutisme relevent du meme mode de transmission des savoirs et de socialisation : un mode qui distingue le moment de l’action « authentique » et celui de la formation, qui anticipe, codifie et planifie les apprentissages vises, qui impose des contraintes et des regles de fonctionnement basees sur l’asymetrie de l’instructeur (suppose savant et competent) et de l’instruit (suppose ignorant). On peut donc scolariser la formation des adultes.
41 citations
Cites background from "L'École primaire française"
...Le processus de scolarisation de l’éducation (Berthelot, 1982, 1983 ; Vincent, 1980, 1994 ; Demailly, 1991) n’est évidemment pas complètement maîtrisé par l’État et par les classes dirigeantes, au sens où il serait de bout en bout la réalisation d’un projet....
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