La division du travail éducatif : deux figures de la subjectivité en tension au sein de l’institution scolaire

Abstract

Since the early 1990s, the number of new education support personnel in Quebec’s primary and secondary schools has increased considerably, complementing the teaching, administrative and professional staff (psychologists, psychoeducators, resource teachers and speech therapists). Special education aides are among the new education support personnel; they perform tasks designed to give students educational, social and psychological support, demonstrating that the mission of the school is to socialize, as well as instruct. In schools, how do special education aides coordinate with teachers in achieving their common goal of socializing students? In many respects, as shown by our research on the sociology of educational work, the discourse of teachers and special education aides is similar with respect to student socialization, moral autonomy and the construction of the subject. However, depending on the institutional ground from which they speak, the duties they perform, the students involved and the nature of their problems, teachers and special education aides do not necessarily adhere to the same models of socialization and do not agree on whether to prioritize academic aspects or the subject's autonomy, as we will show using data drawn from our studies of models of socialization in schools.

Keywords

• division of work
• teacher and technical work
• subjectification
• school order
• socioaffectivity