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Sociology is a paradigmatic and methodologically eclectic science that aims to explain the social through the social. This does not exclude the existence of instruments with relevant heuristic potential. This article seeks, in a brief presentation, to expose the sociological portraits, a proposal that originated in Bernard Lahire, in their elaboration process and respective potential. To attain this goal, the authors performed a collection and document analysis of the sociological portraits of Bernard Lahire and other authors who discuss and/or problematize and implement this sociological tool. The result is a discussion of the concept of sociological portraits and a proposal for their elaboration, highlighting their potentialities. The conclusion is that the sociological portrait is a tool with a high heuristic potential that can account for the plurality inherent in an individual scale by allowing an understanding of the internal and external relationships that shape the practices of actors. [ABSTRACT FROM AUTHOR]

The paper is devoted to the critical evaluation of the effects of adapting the learning process to the specific communication features of Generation Z. The term "Generation Z" is quite common in contemporary research practice and it is usually used for generalized description of people who have grown up in conditions of digitalization of society. Representatives of this generation and the features of their behavior have been the subject of numerous research projects for a long period of time. But it can be seen, that previously these topics were common mostly for theoretical research areas, like psychology, sociology, youth studies and others. Now the problematic of Generation Z and its communication culture begin to attract the attention of researchers in more applied areas of analysis, including the educational studies. As the representatives of Generation Z gradually became the dominant part of the students, the educational system began to face many difficult applied questions. What specific features are traced in the communication culture of Generation Z? What challenges does the appearance of these features create for the education system? What is the best way to use these features when implementing learning? What are the positive effects of adapting the education system to the communication features of Generation Z? Can such an adaptation create any negative effects? There are many views on these complicated questions. And there is no clear vision of how the education system should adapt to the communication culture of Generation Z. Unfortunately, there are now clear answers. This paper is devoted to the clarification of these questions. This paper describes the implementation of the research project, which was started by the authors for clarification of these questions. The aim of this research is to identify and describe the specific effects of adapting the educational process to the communication culture of Generation Z. The authors suggest that the communicative habits of Generation Z create not only opportunities, but also risks for the implementation of learning. So, the adaptation of the education system to such habits should to be done very carefully. Basing on their own research, the authors check this assumption and describe the specific opportunities and risks that arise during the adaption of learning process to the communication culture of Generation Z. [ABSTRACT FROM AUTHOR]