Abstract EN:

This work envisages the pathways of the secondary and university education as authorities of socialization which direct the reading practices of their public on the basis of their previous socialization. The comparative survey between several levels - college, high school, university - and education pathways - literary, economic, scientific and technical - allows characterizing the evolution of the reading practices as the pupils move forward in their school route and the role played by the pathways in this process. So it is shown how the differentiation of the frames of socialization established by the pathways is the origin of that of the social uses of the reading. The analysis of the collected materials opens with the examination of the uses of the reading to the middle school. How to characterize these uses? What do they owe to the "effect of age"? To the social and school profile of the pupils? To the specificities of the environment of school socialization? This panorama allows showing their evolution at the high school and at the university, as well as their differentiation according to the pathways. We will show then what the influencing effect of the pathways owes to the previous socialization of the pupils. We will establish, for every education pathway, ideal models of socialization in the reading that will allow understanding better such or such uses. Finally, we will characterize the adjustment more or less adequately realized between these uses and the disciplinary requirements. These modalities depend on the affinity between previous socialization and school requirements.