Produire des valeurs scolaires dans toutes les classes ? : flux et fictions dans l'enseignement et les établissements

Abstract : The object of this thesis is to analyse the mechanisms governing the fluxes of pupils and students in the French education system from ethnographical and statistical angles. Differentiation of the pupils' careers takes place essentially in high school, the second cycle of secondary education. This differentiation has consequences in terms of inequalities of learning and thereby of the subsequent paths followed in higher education. The differences as regards academic learning are one of the reasons why the educational contract between teachers and pupils is losing impetus. Pupils engaged in the least valued sectors of secondary education are aware of their second-best status and consequently do not place great expectations in their academic future. Pupils following the "best" streams of the baccalauréat can entertain high hopes as they acquire an "academic ranking" which is acknowledged in higher education or on the job market. The organisation of the baccalauréat streams allows a marginal academic mobility but an insidious fiction of equality blankets the mechanisms governing the fluxes. This fiction results in the pupils believing less not only in the educational institution but also in their cursus. Analysis of the mechanisms involved in the educational system should question their "usefulness" and their "efficiency" rather than their strictly equalitarian functioning. This analysis standpoint enables the possibilities of maximisation of the pupils' acquisition of knowledge and, more broadly speaking, of their "academic values" to be envisaged, whatever their academic class or social background.
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Maxime Jouvenceau. Produire des valeurs scolaires dans toutes les classes ? : flux et fictions dans l'enseignement et les établissements. Sociologie. Université de Nanterre - Paris X, 2018. Français. ⟨NNT : 2018PA100093⟩. ⟨tel-02151778⟩

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