http___livro-ensino-medio.f1cf.com.br_sociologia_hr_sociology-72.html_1.xml
1.1 2.1 3.1 4.1 5.1 5.2 6.1 7.1 8.1 9.1 10.1 11.1 12.1 13.1 14.1 15.1 16.1 17.1 18.1 19.1 19.2 20.1 21.1 22.1 23.1
But what does this have to do with school? The school is created (as seen above), in a context of great emphasis on science, and concern with the formation of a "new man", suited to the new rules and new principles. Its disciplinary function, normalizing, since the beginning is very clear, almost inherent. But its role as lead to new generations the knowledge necessary for social life too was never denied. Even today if you ask a child, because she goes to school, the answer is: "To learn ..." But learn what? And for what? Learning to become "civilized"? Learning to become obedient and conformed? Learning to believe and accept that school is not for me, but for "other"? Learning to learn is to repeat the book and the teacher's words? Learning to study is difficult and tiring? Since its inception the school institution has become a privileged object of study of philosophers, sociologists, psychologists and pedagogues. More recently, other professionals such as doctors, architects, historians, among others, also have dedicated their research to school and education. You, as a student, have no idea of the controversy surrounding the institution and school education. This place, seemingly trivial, has been the target of heated debates and results presented in many books, magazines and discussed at conferences worldwide. For you to better understand what we're talking about, we will present some explanatory theories on the organization and functioning school developed by sociologists who were devoted to this topic: Reproductivist-critical theories: these approaches assume that the school is an institution that, through their practices, knowledge and values conveyed, have contributed to the reproduction of inequalities of class society in which we live. The French sociologist Pierre Bourdieu (1930-2002) and Jean-Clau-of Passeron (1930 -), are representatives of this theory, and keep your thoughts can help us understand it. Inside a class society there are differences cultural. The elites have a particular cultural heritage consists of rules of speaking, dressing up, values, etc.. Already working classes (or dominated, as are identified by the authors) have other cultural characteristics, different, not less, because they have allowed their maintenance as a class. The school, in turn, ignores these socio-cultural differences, selecting and focusing on his theory and practical demonstrations and cultural values of the dominant classes. With this attitude, it favors those children and young people who have domi-
1.1 2.1 3.1 4.1 5.1 6.1 7.1 8.1 9.1 10.1 11.1 12.1 13.1 14.1 15.1 16.1 17.1 18.1 19.1 20.1 21.1 22.1 23.1
No, ono što nema to veze sa školom? Škola je stvoren (kao što se vidi gore), u kontekstu velike naglaskom na znanosti, te zabrinutost s formiranjem "novog čovjeka", primjereniji novim pravilima i novim principima. Njegova Disciplinska funkciju, normalizaciju, od početka je vrlo jasan, gotovo svojstvena. No, njegova uloga kao olovo na nove generacije znanja potrebnih za društveni život također nikada nije demantirao. Čak i danas, ako vas dijete, jer ona ide u školu, odgovor je: "Da biste naučili ..." Ali saznali što? I za što? Učenje postati "civilizirani"? Učenje postati poslušni i usklađeno? Učenje vjerovati i prihvatiti da škola nije za mene, nego za "ostale"? Učiti kako učiti je ponoviti knjigu i nastavnik riječi? Učenje na studij je težak i naporan? Od svog osnutka školska ustanova postala povlaštena studija filozofa, sociologa, psihologa i pedagoga. U novije vrijeme, drugi profesionalci kao što su liječnici, arhitekti, povjesničari, među ostalima, također su posvetili svoje istraživanje u školu i obrazovanje. Vi, kao student, nemam pojma o kontroverzi oko instituciju i školsko obrazovanje. Ovo mjesto, naoko trivijalna, bila meta debate i rezultata predstavljenih u mnogim knjigama, časopisima i raspravljalo na konferencijama diljem svijeta. Za što bolje razumjeti ono što mi govorimo o, mi ćemo predstaviti neke objašnjenja teorije o organizaciji i funkcioniranju škola razvila sociologa koji su se posvetili ovoj temi: Reproductivist-kritičke teorije: ovi pristupi pretpostavljaju da je škola institucija koja, kroz svoje postupke, znanja i vrijednosti koje izražavaju, pridonijeli reprodukciji nejednakosti klasnog društva u kojem živimo. Francuski sociolog Pierre Bourdieu (1930-2002) i Jean-Klaudijevo-of Passeron (1930 -), predstavnici ove teorije, i zadržati svoje misli mogu nam pomoći da ga razumijem Unutar klasnom društvu postoje razlike. kulturnom. U elite moraju posebno kulturne baštine sastoji se od pravila govoreći, odijevanje, vrijednosti, itd.. Već radničke klase (ili dominira, kako su identificirani od strane autora) imaju i druge kulturne karakteristike, različite, a ne manje, jer su dopustili njihovo postojanje kao klasa. Škola, pak, ignorira socio-kulturne razlike, odabirom i fokusiranje na svojoj teoriji i praktičnim demonstracijama i kulturnih vrijednosti dominantne klase. S takvim stavom, da favorizira one djece i mladih ljudi koji su Domi-