The Sociological Teaching in High Schools: between social problems and academic sociology

Authors

  • Elisabeth Chatel Université de Rouen, Rouen – França
  • Gérard Grosse Lycée Racine, Paris – França

Keywords:

School Discipline. Real Curriculum. Teaching Sociology. Teaching Tools. Formal Curriculum.

Abstract

Since its creation in 1966, in a school discipline, teaching sociology for high school French students of aims to develop a reflective attitude and a critical perspective on the social world. A survey conducted among the students of the second year, shows the extent to which this goal is partially achieved. The didactic systems implemented are analyzed in their tension between two models. One, the use of social analysis prevailed until the 1980s, the other, which tends to develop, have a closer relationship with an introduction to sociology.

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Author Biographies

Elisabeth Chatel, Université de Rouen, Rouen – França

É professora de Ciências da Educação na Universidade de
Rouen, França.

Gérard Grosse, Lycée Racine, Paris – França

É professor de Ciências Econômicas e Sociais do Liceu Racine,
França.

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Published

2014-01-28

How to Cite

Chatel, E., & Grosse, G. (2014). The Sociological Teaching in High Schools: between social problems and academic sociology. Educação & Realidade [Education & Reality], 39(1). Retrieved from https://seer.ufrgs.br/index.php/educacaoerealidade/article/view/37589

Issue

Vol. 39 No. 1 (2014)

Section

Ensino de Sociologia

License

This journal uses Creative Commons license Attribution 4.0 International (CC BY 4.0).