Features of the History of a Phenomenon and a Theory
From the beginning of the French Revolution and well into the XX century, the history of the French school system is marked by three important characteristics: it is free of charge, compulsory, and democratic. This last condition will give birth to school failure, an important sociological category....
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Format: | Online |
Language: | spa |
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Universidad Pedagógica y Tecnológica de Colombia
2017
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Online Access: | https://revistas.uptc.edu.co/index.php/historia_memoria/article/view/4482 |
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author | Zambrano Leal, Armando |
author_facet | Zambrano Leal, Armando |
author_sort | Zambrano Leal, Armando |
collection | OJS |
description | From the beginning of the French Revolution and well into the XX century, the history of the French school system is marked by three important characteristics: it is free of charge, compulsory, and democratic. This last condition will give birth to school failure, an important sociological category. This category is a product, on the one hand, of sociologists' critique of the power of psychology and psychotherapy in the school space, and on the other, it is the result of important statistic studies beginning in 1950. During almost four decades, classical sociology dominated research on this phenomenon. Nevertheless, towards 1987, a new theory emerged known as relation to knowledge, theoretically based on anthropology, psychoanalysis and social anthropology. The present researchbased article situates historical elements for understanding school failure as a sociological phenomenon and relation to knowledge as theory. |
format | Online |
id | oai:oai.revistas.uptc.edu.co:article-4482 |
institution | Revista Historia Y Memoria |
language | spa |
publishDate | 2017 |
publisher | Universidad Pedagógica y Tecnológica de Colombia |
record_format | ojs |
spelling | oai:oai.revistas.uptc.edu.co:article-44822023-11-28T21:39:58Z Features of the History of a Phenomenon and a Theory Rasgos de historia de un fenómeno y una teoría Traits d’histoire d’un phénomène et d’une théorie Zambrano Leal, Armando Knowledge Relation to Knowledge School Success Sociology of Education Education Saber relación con el saber fracaso éxito escolar sujeto sociología de la educación educación savoir rapport au savoir échec réussite scolaire sujet sociologie de l’éducation éducation From the beginning of the French Revolution and well into the XX century, the history of the French school system is marked by three important characteristics: it is free of charge, compulsory, and democratic. This last condition will give birth to school failure, an important sociological category. This category is a product, on the one hand, of sociologists' critique of the power of psychology and psychotherapy in the school space, and on the other, it is the result of important statistic studies beginning in 1950. During almost four decades, classical sociology dominated research on this phenomenon. Nevertheless, towards 1987, a new theory emerged known as relation to knowledge, theoretically based on anthropology, psychoanalysis and social anthropology. The present researchbased article situates historical elements for understanding school failure as a sociological phenomenon and relation to knowledge as theory. Desde el inicio de la Revolución Francesa y hasta bien entrado el siglo XX, la historia del sistema escolar francés muestra tres temas importantes: la gratuidad, la obligatoriedad y la democratización. Este último dará lugar al nacimiento del fracaso escolar, categoría sociológica importante, producto de las críticas que, de un lado, los sociólogos le dirigieron al poder que tuvo la psicología y la psicoterapia en el espacio escolar y, de otro lado, el resultado de importantes estudios estadísticos realizados a partir de 1950. La sociología clásica dominó, durante cerca de cuatro décadas, las investigaciones sobre el fenómeno pero hacia 1987 emergió una nueva teoría conocida como relación con el saber. Su sustrato teórico recoge los aportes de la antropología, el psicoanálisis y la socio-antropología. Producto de nuestras investigaciones, el presente artículo sitúa los elementos históricos del fracaso escolar, como fenómeno sociológico y la relación con el saber, como teoría. Dès le début de la Révolution française et jusqu’au XXe siècle, l’histoire du système scolaire français se distingue par sa gratuité, son caractère obligatoire, et son impératif de démocratisation. Ce dernier a donné naissance à l’importante catégorie sociologique de l’échec scolaire, fruit d’un côté, des critiques adressées par les sociologues au pouvoir de la psychologie et la psychothérapie dans l’espace scolaire, et de l’autre, des inluentes études statistiques réalisés à partir de 1950. Les recherches sur le phénomène ont été dominées par la sociologie classique pendant quatre décennies et jusqu’en 1987 lorsqu’apparait la théorie du rapport au savoir dont le substrat théorique appartient à l’anthropologie, la psychanalyse et la socio-anthropologie. Fruit de nos recherches, cet article entend situer les éléments historiques de l’échec scolaire en tant que phénomène sociologique et le rapport au savoir en tant que théorie. Universidad Pedagógica y Tecnológica de Colombia 2017-01-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf application/xml https://revistas.uptc.edu.co/index.php/historia_memoria/article/view/4482 10.19053/20275137.n14.2017.4482 Historia Y Memoria; No. 14 (2017): Elections and political culture in Latin America; 291-316 Historia Y Memoria; Núm. 14 (2017): Enero-Junio 2017. Elecciones y cultura política en América; 291-316 Historia Y Memoria; No 14 (2017): Elections and Political Culture in Latin America; 291-316 2322-777X 2027-5137 spa https://revistas.uptc.edu.co/index.php/historia_memoria/article/view/4482/4815 https://revistas.uptc.edu.co/index.php/historia_memoria/article/view/4482/6477 Derechos de autor 2017 Historia Y MEMORIA |
spellingShingle | Knowledge Relation to Knowledge School Success Sociology of Education Education Saber relación con el saber fracaso éxito escolar sujeto sociología de la educación educación savoir rapport au savoir échec réussite scolaire sujet sociologie de l’éducation éducation Zambrano Leal, Armando Features of the History of a Phenomenon and a Theory |
title | Features of the History of a Phenomenon and a Theory |
title_alt | Rasgos de historia de un fenómeno y una teoría Traits d’histoire d’un phénomène et d’une théorie |
title_full | Features of the History of a Phenomenon and a Theory |
title_fullStr | Features of the History of a Phenomenon and a Theory |
title_full_unstemmed | Features of the History of a Phenomenon and a Theory |
title_short | Features of the History of a Phenomenon and a Theory |
title_sort | features of the history of a phenomenon and a theory |
topic | Knowledge Relation to Knowledge School Success Sociology of Education Education Saber relación con el saber fracaso éxito escolar sujeto sociología de la educación educación savoir rapport au savoir échec réussite scolaire sujet sociologie de l’éducation éducation |
topic_facet | Knowledge Relation to Knowledge School Success Sociology of Education Education Saber relación con el saber fracaso éxito escolar sujeto sociología de la educación educación savoir rapport au savoir échec réussite scolaire sujet sociologie de l’éducation éducation |
url | https://revistas.uptc.edu.co/index.php/historia_memoria/article/view/4482 |
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