Sociology Of Experience Research Articles

A EXPERIÊNCIA SOCIAL DAS COORDENADORAS PEDAGÓGICAS DA EDUCAÇÃO INFANTIL

ABSTRACT: This text aims to analyze the process of professional constitution of the pedagogical coordinators of daycare centers and preschools, based on the social experiences they have lived in Early Childhood Education. The article is conceptually based on the Pedagogies of Childhood and Early Childhood Education (FERNANDES; CAMPOS, 2015; ROCHA, 2001; SILVA, 2008; among others), articulated with the sociology of experience, formulated by François Dubet (1996). From the methodological point of view, the empirical material was produced through document analysis and interviews with six pedagogical coordinators from Turmalina, a city situated in the northern of the State of Minas Gerais, Brazil, and, consecutively, was submitted to content analysis (BARDIN, 1977). The analyzes of this material allowed to verify that they act from different logic of action to become professionals, which affects the construction process of their professionalities. The study highlights the emergence of an epistemological statute that defines the roles due to the pedagogical coordination of daycare centers and preschools, considering the sociopolitical and pedagogical specificities of Early Childhood Education.

Escolas, territórios e afirmação cultural em periferias urbanas no Sul do Brasil

Abstract This article analyzes the contemporary relationship established between schools and territories based on the experiences of school actors working in urban peripheries in the south of Brazil. Founded on the conceptual category of “urban-educational experiences” inspired by the sociology of experience, the study examines and problematizes the political views and sociocultural logics that are present in the pedagogical action of teachers who teach in primary education in schools located in the state of Rio Grande do Sul. From the methodological viewpoint, data were built from interviews with 66 selected school actors and were complemented with the analysis of institutional documents. As for results, three analytical perspectives were identified: (a) schools as territories of cultural affirmation through pedagogical actions developed by teachers teaching in the early grades of primary education, who mobilize learning about the history and geography of municipal territories, considering urban contexts marked by inequalities, migration and intercultural encounters; (b) schools as active agents in processes of recognition of cultural heritage, particularly in urban contexts where there is no official heritage listing, registration or other similar governmental procedure; and (c) the school’s permeability to cultural practices developed by independent collectives and community associations dedicated to the political-cultural education of students in urban peripheries.

Interdisciplinary Projects as an Expert-Network

We report an analysis of how an interdisciplinary project bringing together biologists, physicists and engineers worked in practice. The authorship team are the Principle Investigator who led the project, and a social scientist who studied the project as it was conducted by interviewing participants and observing practice. We argue it is accurate and productive to think of the interdisciplinary team as an Expert-Network, which means it was a managed set of relationships between disciplinary groups punctuated by specific junctions at which interdisciplinary exchange of materials, knowledge, and in limited cases, practices, occurred. We stress the role of trust in knowledge exchange, and document how hard sharing knowledge – and especially tacit knowledge - between disciplines can be. Key is the flexible management of the network, as the membership and required skill set change. Our analysis is embedded within, and contributes to, the Sociology of Experience and Expertise (SEE) framework. We close by suggesting advice for others seeking to manage a similar interdisciplinary Expert-Network.

As referências de François Dubet nos periódicos científicos de Educação Física: limites e continuidades

O objetivo deste artigo é mapear a presença do sociólogo François Dubet na produção científica do campo da Educação Física (EF) e analisar de que maneira suas contribuições teóricas aparecem na área. Dubet é um sociólogo francês referência no mundo acadêmico atual. Este texto apresenta a descrição que Dubet faz sobre a “sociologia da experiência” e da escola democrática contemporânea, demonstrando uma possível desinstitucionalização deste espaço. O artigo se ocupará por realizar um levantamento bibliográfico nos principais periódicos da EF a fim de analisar aqueles artigos que referenciaram Dubet. Aponta, ainda, que há pouco diálogo entre a EF e o sociólogo francês, contudo, o campo parece iniciar uma aproximação crítica com as teorias de Dubet.

Friendship, Gender and Sexual Experience: Retrospective Narratives about the Formation of a Sexual Self during Youth

In this article, I explore the ways in which friendship contributes to shaping the boundaries of men's and women's sexual experiences. Using inputs from the sociology of experience and the sociology of friendship, I explore qualitative data from a research about sexuality in Portugal, in which I collected sexual biographies of 35 men and women, aged 30-55. In the in-depth interviews, these adult participants, possessing secondary and tertiary education, and living in urban areas, reflected retrospectively about their sexual biography, including their childhood and youth. The main thesis is that the practices of friendship (which structure those relationships as social facts) also help to structure sexual practices and representations and, through them, to construct the contemporary sexual self. Those practices may be discursive (‘talking’ and ‘chatting’), or rather oriented to action (‘doing things together’). In this article, I focus on discursive friendship practices, and how they contribute to shaping contemporary sexual experience. Drawing on F. Dubet's sociology of experience, I argue that this relationship is defined in the tension along three dimensions: integration, strategy and subjectivation. This process is cross-cut by gender, as discursive friendship practices interact differently with the dimensions of sexual experience, in that strategy mainly reinforces definitions and enactment of hegemonic forms of masculinity, while subjectivation helps to challenge them and to build plural gender experiences (both feminine and masculine).

A Construção das Diferentes Experiências no Ensino Médio Público

A partir da teoria da experiência de François Dubet e da metodologia de Bernard Lahire – análise das redes de interdependência1 – este artigo traça três diferentes perfis de alunos do ensino médio público noturno (interessados e disciplinados, menos interessados e indisciplinados e, por fim, os evadidos), encontrados em pesquisa empírica realizada pela autora na época em que cursou o mestrado.

Risk, Control and Gender: Reconciling Production and Reproduction in the Risk Society

In the risk society, managing health risks underlines a social tension between a logic of rationalization and a logic of subjectivation. In the former, techno-scientific thought dominates and induces a certain form of dependence on scientific experts while, in the latter, the individuals tend to be seen to make independent choices to protect their health. This article examines the logics of the actors in the risk management process from a constructivist perspective. According to Dubet's sociology of experience, social experience is structured around three logics: the logic of integration, i.e. the social world seen through the membership group, role and social relations; the strategic logic, i.e. the social world seen as a market; and the logic of subjectivation, i.e. the ability to be a subject, to distance oneself from the surrounding world and to give meaning to one's actions and decisions. Our qualitative research involved the analysis of the discourse of workers and employers in relation to the risk for pregnancy of work activities. The study was conducted in Quebec (Canada), where employers are legally obliged to protect the health of pregnant workers and the latter have the right to safe working conditions without prejudice. The results show that scientific experts do not have a determining impact on organizational changes and the representations of risk held by employers and women workers. Scientific controversies about work risks for pregnancy are used by employers to maintain the status quo while, for workers, the climate of employment and economic insecurity plays a significant role in how they deal with work-related health risks. Based on the theory of the risk society, the results bring out the complex interplay between scientific rationality and social rationality whereby risk is defined according to the interests of the actors involved. But, not consistent with certain tenets of the risk society thesis, they also reveal one's ability to be critical of institutionalized risk.