Book ChapterDOI
Sur l’histoire et la théorie de la forme scolaire
Bernard Lahire,Daniel Thin,Guy Vincent +2 more
- pp 11-48
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The article was published on 1994-01-01. It has received 85 citations till now.read more
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Globalização, educação e (re)institucionalização da infância contemporânea
TL;DR: In this article, Santos (2001:91) defende a ideia de que a globalização pressupõe diferentes graus de intensidade, aplicandose estas características também aos processos, que não são sempre intensos nem rápidos.
Journal ArticleDOI
The School Form of the Hospital: How Does Social Class Affect Post-Stroke Patients in Rehabilitation Units?
TL;DR: This paper found that the extent of recovery following stroke is class-based and that patients from the working classes and lower socioeconomic groups are more vulnerable to functional impairments following stroke than those from higher socioeconomic groups.
Des règles aux standards, les enjeux de la régulation de l'école
Christian Maroy,Vincent Dupriez +1 more
TL;DR: The reforme educative initiee aujourd’hui en Suisse est apprehendee dans ce texte comme une forme locale de transformations des modes de regulation des systemes educatifs qui affectent aujournoudhui l’enseignement dans la grande majorite des pays industrialises as discussed by the authors.
Surveiller et maigrir. Sociologie des modes de contrainte dans un groupe commercial d’amaigrissement
TL;DR: In this paper, a partir d'une enquete par observation dans un groupe commercial d'amaigrissement, on s'interroge sur le dispositif de regulation des conduites corporelles qui y est deploye and sur le regime de contrainte '' qui s'y exerce.
Journal ArticleDOI
Décrire et analyser la production des inégalités scolaires: l'apport de la sociologie de Basil Bernstein
TL;DR: In this article, the British sociologist Basil Bernstein criticized Bourdieu's works and Reproduction theories, arguing that they remain too general, not worrying enough about the internal analysis of the structures and modes of operation of the educational field, and then not being able to provide powerful principles for describing pedagogical bodies, their discourses and their practices.