Sur l’histoire et la théorie de la forme scolaire
01 Jan 1994-pp 11-48
About: The article was published on 1994-01-01. It has received 85 citations till now.
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01 Sep 2010
TL;DR: The authors argue that this reliance on teaching generally, and especially on parents as teachers, is quite recent historically and localised culturally, and that 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.
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.
112 citations
TL;DR: In this paper, analisa como fonte das dificuldades escolares de filhos de camadas populares tensoes, contradicoes entre logicas da escola and as logicas of their families are discussed.
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.
50 citations
44 citations
TL;DR: In this article, the authors present research conducted within Latin American configurations and intellectual trajectories, yet maintaining an open dialogue with research done in the Anglo-American tradition of anthropology of education.
Abstract: Cultural contexts influence the conceptual tools used in anthropological research in profound ways. Through this special issue, we hope to contribute not only accounts of education in other places but also novel ways of understanding the past and present experiences of Indigenous education. Our choice sought to present research conducted within Latin American configurations and intellectual trajectories, yet maintaining an open dialogue with research done in the Anglo-American tradition of anthropology of education. Although it is one of the more promising fields in Latin America, little research on schooling and other forms of education in Amerindian communities has been published in mainstream anthropological or education journals, 1 in contrast, for example, to the large number of references to the Latin American tradition of popular education and its emblematic figure, Paulo Freire. As in other areas, ethnographic research on education in Latin America has developed within several related disciplines, whereas the incorporation of anthropological theory within studies on formal schooling has remained problematic. By focusing on the theme of Indigenous education, we sought to bring together ethnographic research that engages creatively with various traditions of anthropology and ethnology. 2 Although there is a long history of involvement of anthropologists in the implementation of educational policies and practices for Indigenous peoples in Latin America, particularly within the indigenista tradition, the anthropological study of education is fairly recent and has a particular history in each country. There is a considerable distance between the theoretical issues discussed by anthropologists working with Indigenous groups and their “non-theoretical” involvement with Amerindian village schools, often in response to the communities where they work. The present moment offers the opportunity of relating Indigenous education to ethnological research on Amerindian peoples of Latin America, a field that has witnessed significant growth in empirical research and theoretical sophistication during the past decades. In this vein, some recent developments, not fully reflected in this issue, might deeply alter current frameworks for conceiving Indigenous education broadly. The anthropology of Amazonian groups, which, after significant advances in the classical themes of cosmology, myth and ritual, kinship and social organization, is opening up to a broader dialogue with all human sciences (Overing and Passes 2000), offers significant alternatives. Amerindian cosmologies challenge the western notion of “multiculturalism” through the provocative concept of “multinaturalism” (Viveirosde-Castro 1998), the notion that all natural beings are the result of metamorphoses of an original, universal humanity. Latin American elaborations of postcolonial theories
43 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