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Copyright of Encounters in Theory & History of Education / Rencontres en Theorie et Histoire de l'Educacion is the property of Queen's University, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Synergies Europe is the property of GERFLINT (Groupe d'Etudes et de Recherches pour le Francais Langue Internationale) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper explores, from the perspective of political philosophy of education, the hypothesis that an explicit and assumed paradigm shift from a republican view of school to a more democratic, individualistic, liberal and morally minimalist conception of school may be necessary in the near future. First we refine this initial diagnosis by specifying the way in which society of individuals compels institutions to work on redefining their legitimacy and the conditions of possibility of their action (1). Then we present three concepts drawn from the liberal axiomatic and/or its contemporary deployments and reinvestment - the axiological neutrality of the state, negative freedom and prudence - which we deem to enable school to take up such a challenge (2). Finally, we test these proposals for intellectual resources by showing how they can help school clarifying its social and political role, to make itself capable of being inclusive and inspiring confidence (3). [ABSTRACT FROM AUTHOR]

Copyright of Revue Education et Socialisation is the property of Presses Universitaires de la Mediterranee and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Enfances, Familles, Generations is the property of Enfances, Familles, Generations and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Enfances, Familles, Generations is the property of Enfances, Familles, Generations and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Criminologie is the property of Presses de l'Universite de Montreal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Cahiers Victoriens & Edouardiens is the property of Presses Universitaires de la Mediterranee and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

ResumenEl texto realiza una reflexión pedagógica a partir de tres producciones cinematográficas, a saber, Estrellas del cielo sobre la tierra, Rojo como el cie- lo y La sonrisa de Mona Lisa. El foco de atención de esta reflexión tiene relación con la figura del maestro y con el modo en que acoge o entorpe- ce el proyecto humano de sus estudiantes. Tam- bién se exploran algunas tensiones propias del escenario educativo y el lugar del saber en los procesos de formación.AbstractThis paper approaches pedagogy adressing three cinematographical productions: Like Stars on Earth, Red Like the Sky and Mona Lisa Smile, focusing on the teacher characters and how they welcome or hinder the life plans of their students. Also, some tensions of education scenes and the role of knowledge in education processes are explored.RésuméLe texte réalise une réflexion pé- dagogique à partir de trois pro- ductions cinématographiques, telles que, Une étoile du ciel dans la terre, Rouge comme le ciel, Le sourire de Mona Lisa. Le focus de concentration de cette réflexion s'agit de la figure du maître et la manière dans laquelle il accueille ou il empêche le projet humain de ses étudiants. Par ailleurs, on explore les tensions propres de la scène éducative et le lieu du savoir dans les processus de formation.ResumoO texto realiza uma reflexão peda- gógica a partir de três produções cinematográficas: Uma estrela do céu na terra, Vermelho como o céu e O sorriso de Mona Lisa. O foco central desta reflexão está re- lacionado à figura do mestre e ao modo como acolhe ou entorpece o projeto humano de seus estu- dantes. O artigo também explora algumas tensões próprias do ce- nário educativo e o lugar do saber nos processos de formação.

ResumenEste artículo presenta los resultados de la tesis doctoral La violencia esco- lar femenina: Una mirada desde las adolescentes. El pandillismo femenino es un tipo de organización de las adolescentes y se manifiesta como una forma de delincuencia juvenil, en la que algunas escolares participan con la comisión de diferentes clases de agresión que van desde la victimización hasta las agresiones físicas. Se aplicó el modelo cualitativo participativo Núcleos de Educación Social, NES, en cinco colegios de Bogotá, con 71 adolescentes, que abordaron la problemática mediante la discusión y el análisis, para identificar formas de organización juvenil como las pandillas, entre otras. Entre los resultados, se cuenta con un registro detallado del fenómeno que identifica factores generadores, para que la comunidad educativa conozca esta modalidad de violencia escolar femenina y pueda intervenirla y prevenirla.Abstractthis papers advances results of the dissertation titled Feminine school violence from adolescents′ perspective. Feminine gangsterism, an organization system for adoles- cents, manifests itself as a form of juvenile delinquency in which some school-going girls participate and that shows different types of aggression, from victimization to physical abuse. the Cores of Social Education qualitative participative model was applied at five schools in Bogotá, with 71 adolescents responding. they approached the problem by discussion and analysis, identifying forms of juvenile organizations such as gangs, among others. the results include a detailed register of the phe- nomenon that identifies generating factors. this information on feminine school violence may be helpful for those in the education community wanting to intervene and prevent.RésuméCet article présente les résultats de la thèse doctorale intitulé La violence scolaire féminine: un regard à partir du regard des adolescentes. Les bandes des femmes est une façon d′organisation des adolescentes, qui se manifeste en tant qu′une façon de délinquance juvénile, dans laquelle quelques adolescentes participent, manifestant les différents types d′agression qui vont depuis la victimisation jusque les agressions physiques. On a appliqué le modèle qualitative participative Noyaux d′Education Social (NES), en cinq écoles à Bogota, avec 71 adolescentes qui ont abordées la problématique à travers le débat et l′analyse, identifiant les façons d′organisation ju- vénile comme les bandes, entre autres. Dans les résultats on compte avec un registre détaillé du phénomène identifiant les facteurs producteurs, afin que la communauté éducative, puisse connaître cette modalité de violence scolaire féminine et puisse y intervenir pour la prévenir.ResumoEste artigo apresenta resultados da tese doutoral titulada A violência escolar femi- nina: Um olhar a partir das adolescentes. A gangue feminina é uma organização de meninas adolescentes, que se manifesta como uma forma de delinqüência juvenil na qual algumas estudantes participam, e onde se manifestam diferentes tipos de agressão que vão desde a vitimização até agressões físicas. Aplicou-se o modelo qualitativo participativo Núcleos de Educação Social (NES), em cinco colégios de Bogotá, com 71 adolescentes que abordaram a problemática mediante a discussão e a análise, identificando formas de organização juvenil como as gangues, entre outras. Dentro dos resultados conta-se com um registro detalhado do fenômeno e identificam-se fatores geradores com o fim de que a comunidade educativa con- heça esta modalidade de violência escolar feminina e possa, a partir de uma inter- venção, preveni-la.

ResumoEste artigo aborda a interdisciplinaridade entre os campos da antropologia e da educação, consideran- do-a necessária para se compreender uma das ques- tões fundamentais na escola: as culturas e as constru- ções de identidades que permeiam os processos de aprendizagem e socialização. Nessa perspectiva, é fei- ta uma discussão sobre as categorias de cultura e de identidade e como elas estão presentes e se expressam na escola, tomando como pretexto cenas recorrentes no cotidiano dessa instituição que envolve professores e alunos e nos desafia a pensar sobre as dimensões da formação e do trabalho docente na contempora- neidade.ResumenEste artículo aborda la interdisciplina- ridad entre los campos de la antropo- logía y de la educación, considerándola necesaria para la comprensión de una de las cuestiones fundamentales en la escuela: las culturas y las construc- ciones de identidades presentes en los procesos de aprendizaje y socia- lización. En esa perspectiva, se hace una discusión sobre las categorías de cultura y de identidad y cómo ellas están presentes y se expresan en la escuela, tomando como base situa- ciones frecuentes del cotidiano de esa institución, en donde están profesores y alumnos, y que nos desafían a pensar sobre las dimensiones de la formación y del trabajo docente en la contempo- raneidad.AbstractThis paper discusses interdisciplinarity between the fields of anthropology and education, which is found to be necessary in order to understand one of the fundamental issues at school: cultures and the construction of iden- tities as a part of the learning and socialization processes. From this per- spective, a discussion of the categories of culture and identity, and their pres- ence at school, is put forward. This dis- cussion is based on frequent situations involving teachers and pupils, chal- lenging us to think about the dimen- sions of training and teaching today.RésuméCet article aborde l'interdisciplinarité entre les domaines de l'anthropologie et de l'éducation. On considère cette interdisciplinarité indispensable par rapport à la compréhension d'une des questions fondamentales à l'école: les cultures et les constructions d'identités présentes dans les processus d'appren- tissage et de socialisation. Dans cette perspective, on fait une discussion sur les catégories de culture et d'identité et sur la manière dont elles sont pré- sentes et se manifestent à l'école. On prend en tant que base les situations habituelles du quotidienne de cet institution, où sont les professeurs et les élèves, et qui nous met au défi de penser sur les dimensions de la forma- tion y du travail de l'enseignant dans la contemporanéité.