amplitude e aspectos peculiares das desigualdades sociais na escola francesa amplitude and peculiar aspects of social inequalities in the french school

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ID: 183236
2005
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Abstract
A sociologia francesa denuncia com intensidade, desde o fim dos anos 1960, desigualdades sociais importantes e estáveis tanto no acesso aos diferentes níveis de ensino quanto ao sucesso escolar stricto sensu. Essa denúncia tomou a forma de uma teoria geral, elaborada por Bourdieu e Passeron, que faz dessas desigualdades sociais a resultante necessária do funcionamento da instituição escolar. E essa tese, não só de grande influência entre os sociólogos, como também amplamente difundida, contribuiu para nutrir um certo fatalismo, pois estabelece que a função mesma da escola é reproduzir e legitimar as desigualdades sociais. Por outro lado, ela produziu também um fluxo continuado de trabalhos que visam a fornecer-lhe confirmações empíricas. Este artigo apresenta, de maneira sintética, os principais resultados acumulados pela sociologia da educação francesa nessa direção, isto é, no que concerne às desigualdades sociais na escola. Na análise da gênese dessas desigualdades, distingue os mecanismos individuais e os mecanismos contextuais, assim como as desigualdades decorrentes do sucesso acadêmico stricto sensu, daqueles que resultam dos fenômenos de orientação e de escolhas escolares. A questão da responsabilidade própria da escola perante essas desigualdades é abordada em conclusão, indicando que o papel da escola em matéria de desigualdades sociais é ajustado por fatores estruturais, o que leva, quanto a teorias como a de Bourdieu, a relativizar um pouco sua importância, ou pelo menos a repensá-la profundamente.
French sociology denounces vehemently since the end of the 1960s the important and standing social inequalities both in the access to the different levels of education and in school success stricto sensu. Such criticism has taken the form of a general theory put forward by Bourdieu and Passeron, in which such social inequalities are shown to be the necessary result of the functioning of the school institution. And this thesis, hugely influential not just among sociologists, but also more widely, has contributed to foster certain fatalism, since it establishes that the very function of school is to reproduce and legitimize the social inequalities. On the other hand, it has also produced a continuous flow of works aimed at providing it with empirical support. This article presents in a summarized way the main results accumulated by French sociology of education along these lines, that is, with respect to social inequalities at school. In the analysis of the genesis of those inequalities, the article distinguishes the individual mechanisms from the contextual ones, as well as inequalities that emerge from school success stricto sensu from those that result from the phenomena of school guidance and choices. The issue of the responsibility of the school itself with respect to those inequalities is considered as a conclusion to the text, indicating that the school's role as regards social inequalities is adjusted by structural factors, calling, as far as theories such as Bourdieu's are concerned, for a qualification of its importance or at least for its profound reconsideration.
Reference Key
duru-bellat2005educaoamplitude Use this key to autocite in the manuscript while using SciMatic Manuscript Manager or Thesis Manager
Authors ;Marie Duru-Bellat
Journal brazilian journal of biology
Year 2005
DOI
10.1590/S1517-97022005000100002
URL
http://www.scielo.br/scielo.php?script=sci_arttext&pid=S1517-97022005000100002
Keywords
social inequalities

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