Die strukturbezogene Untersuchung von Kommunikation und Kooperation im Kontext Schule: Hausaufgaben oder die verpasste Chance, über Prozesse der Resymbolisierung institutionelle Verfestigungen partiell zu verflüssigen und die Machtverhältnisse zu verändern.

In the context of functional differentiation processes in schools, there is a need for multi-professional collaboration. The actors from different professional groups coordinate their pedagogical and/or therapeutic activities within an institutional framework that serves as a container for social tensions (Vogel, 2017). The article shows what traces these tensions leave behind in the interaction between classroom teachers and special education teachers. By analysing a cooperation situation, desymbolisations become visible, described by Alfred Lorenzer (1970) as »language destruction«. The specific achievement of the interaction analysis presented in this article is to interpret the distortions and omissions in communication not as the result of biographically determined conflicts in the individual actors, but as manifestations of institutional tensions in the concrete context. The case study demonstrates how processes of resymbolisation can be used to partially liquefy institutional rigidities and change balances of power. [ABSTRACT FROM AUTHOR]