Des disciplines scolaires à la culture scolaire

Chervel, André

doi:10.1080/00309230.1996.11434864

Cited by 12 publications

(13 citation statements)

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“…Archer also argues that assertive groups, which acquire legislative and political power, continue to be able to impose their definition of education on state systems and to serve their particular educational needs (if they play the game smartly). In line with recent historical research, I would like to argue that the complex machinery of governmental decision-making mainly replies to a need for regulation which emerges in the system of education itself, and which is generated by problems that cannot be settled in everyday instruction (Brehony, 2002;Chervel, 1998;Depaepe, 2000). The focus of this alternative approach is less on the macro-sociological determination of interpretations of the situation than on the chaotic diversity of educational communication in classrooms.…”

Section: Autonomymentioning

confidence: 94%

The Social Differentiation of the Educational System

Vanderstraeten

2004

Sociology

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In line with a long sociological tradition, Niklas Luhmann has analysed the basic characteristics of modern society in terms of social differentiation. Luhmann has focused on the forms of differentiation, and argued that modern society is differentiated according to subsystems that concentrate on one function (e.g. the economy, law, science, politics, education). In the first part of the article, I explore the backgrounds of this systems-theoretical framework. In the second part, this framework is used to analyse the structural characteristics of the educational system. This system has its basis in the school's complexes of interaction and organization. But education is also confronted with the consequences of its own autonomy, its own mode of operating. It is suggested that these secondary effects have more impact on the evolution of this system than its societal environment. KEY WORDSeducation / functional differentiation / interaction / Luhmann / organization / systems theory ince its origins in the 19th century, sociology has endeavoured to make modern society intelligible as a historical unit. For this purpose, it has elaborated numerous theoretical schemes -such as the contrasting concepts of Gemeinschaft and Gesellschaft (Tönnies), of mechanic and organic solidarity (Durkheim), or the theory of rationalization and Entzauberung of the world (Weber). Talcott Parsons' pattern variables are another example of these classical either/or schemes. Since the last decades of the 20th century, and the breakthrough of novel social challenges, it has become clear that these theoretical approaches underestimated the complexity and diversity of modern 255 Sociology

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Section: Autonomymentioning

confidence: 94%

The Social Differentiation of the Educational System

Vanderstraeten

2004

Sociology

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“…Even though, in 18th century France, spelling had undergone a modicum of codification, it nevertheless constituted a primarily everyday, practically minded sort of spelling, accompanied by variations duly inventoried by the grammarians of that era (Vincent 1980, p. 119). Furthermore, as the educational historian André Chervel (1998) has pointed out, during the first three decades of the 18th century, more than 60% of French schoolteachers were unfamiliar with the principles of spelling and, accordingly, concerned themselves little with the matter. The 19th century was when, for the greater part, spelling became normative and that the (spelling-oriented) meaning of ''faute'' (mistake) was coined.…”

Section: About the School Formmentioning

confidence: 98%

Disciplinary power and the school form

Larochelle

2007

Cult Stud of Sci Educ

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“…Por esse motivo, a decisão de aplicar noções propostas por Chervel (1998) e Chartier (1991, as quais se complementam para permitir uma melhor localização da produção do texto didático no seu devido tempo e espaço. Ao defender esse princípio, entendemos que nenhuma instituição externa à vivência da escola pode determinar o cotidiano das práticas disciplinares.…”

Section: Considerações Iniciaisunclassified

História do ensino da aritmética no final do século XIX: uma análise da obra de Antonio Bandeira Trajano

Pais

2014

Amaz. RECM

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Este artigo aborda a temática da história da educação matemática brasileira, definindo como objetivo a tarefa de pesquisar a produção e a circulação da obra didática intitulada Aritmética Elementar Ilustrada, de Antônio Bandeira Trajano, lançada em 1879. Sucessivas reimpressões dessa obra circularam pelo país por mais de oito décadas, atingindo a 140ª edição, em 1964, pela Livraria Francisco Alves. Para realizar esse objetivo foram também consultados programas de ensino, relatórios ministeriais e outros textos didáticos do mesmo período. Essas fontes foram analisadas a partir dos conceitos articulados de disciplinas e culturas escolares, propostos por André Chervel, assim como a noção apropriação, proposta por Roger Chartier, visando articular a referida obra didática com a produção de outros autores da mesma época. Foi possível constatar a existência de uma maneira metodológica particular, produzida pelo autor, inserida no vácuo de um momento de expansão inicial da educação primária escolar brasileira. As práticas sugeridas pelo autor caracterizam-se como uma das primeiras tentativas de aplicar, no contexto no ensino primário da matemática do Brasil, o método de ensino intuitivo, tema presente no debate pedagógico da época. Essa visão metodológica estava inserida em uma clara posição pragmática conduzida com certo zelo no tratamento dos conceitos matemáticos relativos aos conteúdos da aritmética elementar.

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Des disciplines scolaires à la culture scolaire

Cited by 12 publications

References 1 publication

The Social Differentiation of the Educational System

The Social Differentiation of the Educational System

Disciplinary power and the school form

História do ensino da aritmética no final do século XIX: uma análise da obra de Antonio Bandeira Trajano

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