Education, Legitimation, and Crisis
Mots-clés :
legitimation, crisis, higher education, socializationRésumé
Les principes fondamentaux des modèles de fonction et de reproduction inhérents à l'éducation conventionnelle, bien que s'appuyant sur des idéologies opposées, proclament tous deux que le système scolaire contribue à légitimer le statu quo social et politique. Nous notons cependant, que l'hypothèse voulant que par ces deux modèles, l'élève s'approprie “passivement” les normes et les valeurs véhiculées dans l'enseignement, ne fait pas l'unanimité. Il semble que très souvent, l'élève sélectionne seulement les normes et les valeurs qui, parmi l'éventail proposé par les enseignants, sont liées à d'autres agents de socialisation. Par conséquent, il est prouvé que les facteurs de sélection et d'intégration joints au principe de la distanciation entre le réel (ce qui est) et l'imaginaire (ce qui serait idéalement) conduisent vers une prise de conscience (conscientisation). L'accumulation de preuves démontre qu'en plus de son rôle comme agent de légitimation, le système scolaire (l'accent est mis sur l'enseignement supérieur) établit un rapport dialectique entre la légitimation et la conscientisation.
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