La production du nouveau lycee
Institution:
Toulouse 2Disciplines:
Directors:
Abstract EN:
School is inseparable from its framework and this framework has been changing. Two ideal-types of french secondary schools (lycees) can be set one against the other as far as their spacial and social characteristics are concerned : the "traditional lycee" on the one hand, archetype of the object called "lycee" and the "new lycee" on the other. But a functionalist account of this tangible and significant form, the "new lycee", does not enable one to understand how it came to be nor how it has become what it is. This social and spatial object is the result of a process of spatialization. The social construction of this reality appears tohave resulted from interacting causes among which the constructors' (architects' and reformers') conceptions played as important a part as economic pressure, and whose study leads to the understanding of the chosen direction. To this first determining system, one must add those determining marks left by the authors of both collective and individua strategies who have been developing these different "lycees" as stakes in their own games, with, as end-result, the production and reproduction of this typical social and spatial structure.
Abstract FR:
L'ecole est inseparable de son espace. Or cet espace change. Ideal-typiquement on peut opposer deux types de lycees a partir de leurs caracteristiques spaciales et sociales : l'ancien lycee d'une part, archetype du lycee, le nouveau lycee d'autre part. Une explication fonctionnaliste ne permet cependant pas de comprendre comment cette forme sensible, le nouveau lycee, est nee ni comment elle est ce qu'elle est. Cette chose socio-spaciale est le resultat d'un proces de spatialisation. La construction sociale de cette realite apparait comme le resultat d'un complexe de causes parmi lesquelles l'imaginaire des batisseurs (architectes et reformateurs) a joue un role au moins aussi important que les contraintes economiques et dont l'etude permet de comprendre le sens de leur activite. A ce premier systeme de determinations il faut encore ajouter celles qu'ont imprime les actions de multiples acteurs (tant individuels que collectifs) qui ont constitue ces espaces en enjeux dans leurs propres jeux aboutissant ainsi a produire et a reproduire cette structure socio-spaciale typique.