Hezkuntzaren soziologia Frantzian

Abstract

This article proposes studying the evolution of education sociology in France from Emile Durkheim to François Dubet. Throughout its long, rich history, French education sociology has undergone three fundamental periods. The first, from the start of the 20th century to the start of the 1960s, is dominated by the ideological opposition between functionalism and Marxism which, despite their divergences, share the same representation of education where system, permanency and integration prevail. The second phase starts with a new interpretation which tries, on the one hand, to associate contributions from Marxism and structuralism with a new reading of the classics, and, on the other hand, makes new attempts to demonstrate the importance of the protagonist, their rationality and change. The discussions pitted Pierre Bourdieu, follower of the reproduction theory and creator of new concepts such as ethos and habitus, the field or the capital, against Raymond Boudon, founder of methodological individualism which highlights the centrality of strategies drawn up by protagonists according to their resources and the opportunities which appear. The third period starts in the 1990s and it is characterised by several authors, including François Dubet, wanting to recompose education sociology around new concepts such as school experience. This aims to associate macro and micro-sociological levels, sharing an analysis of the education system's mutation with a psycho-sociological study so that the educational community (students, teachers and parents) can experience this situation and attempt to solve the specific problems set by each change.