Injonctions bureaucratiques, souffrances éthiques et relationnelles dansun face-à-face professionnel·le·s scolaires-familles (notice n° 2077594)
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| fixed length control field | 03986cam a2200337 4500500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20260405004705.0 |
| 041 ## - LANGUAGE CODE | |
| Language code of text/sound track or separate title | fre |
| 042 ## - AUTHENTICATION CODE | |
| Authentication code | dc |
| 100 10 - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Changkakoti, Nilima |
| Relator term | author |
| 245 00 - TITLE STATEMENT | |
| Title | Injonctions bureaucratiques, souffrances éthiques et relationnelles dansun face-à-face professionnel·le·s scolaires-familles |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Date of publication, distribution, etc. | 2026.<br/> |
| 500 ## - GENERAL NOTE | |
| General note | 10 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | Comment comprendre la persistance de processus relationnels activant une forte « violence institutionnelle » dans un contexte où, pourtant, l’institution scolaire prône le partenariat et la collaboration entre l’école et les familles ? Considérée dans une relation tripartite institution-professionnel·le·s-usagers, l’analyse des interactions au sein d’une réunion dite de « réseau » dans une école genevoise bénéficie des apports, originaux dans le domaine des relations école-familles, de la sociologie pragmatique de la domination développée par Luc Boltanski. Celle-ci permet de mettre en évidence à la fois la manière dont, dans certaines situations d’urgence suscitées par la temporalité contraignante des injonctions bureaucratiques, les professionnel·le·s peuvent réaliser des actions empreintes de « violence institutionnelle » ; et le potentiel réflexif et critique émergeant des souffrances éprouvées par les acteurs et les actrices dans cette situation. |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | How can relational dynamics that trigger “institutional violence” persist when schools officially promote partnership and collaboration with families? Considered in the light of the relationship between institutions, professionals, and users, we analyze the interactions that took place during an educational “network” meeting in Geneva, drawing on Luc Boltanski’s pragmatic sociology of domination—an original contribution in the field of school–family relations. We thus highlight both the way in which, in certain emergency situations created by the restrictive timing of bureaucratic injunctions, professionals’ actions can lead to “institutional violence”; and the reflective and critical potential that might emerge from the suffering experienced by the actors in these situations. |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | Cómo entender la persistencia de procesos relacionales que activan una fuerte «violencia institucional» cuando, sin embargo, la institución escolar preconiza la asociación y la colaboración entre la escuela y las familias? Desde una perspectiva de relación tripartita entre la institución, el personal educativo y los usuarios, se analizan las interacciones dentro de un encuentro «en red» en Ginebra, tomando como referencia las aportaciones —novedosas en el ámbito de las relaciones entre la escuela y las familias— de la sociología pragmática de la dominación desarrollada por Luc Boltanski. Esto nos permite poner de relieve, por un lado, el modo en que, en determinadas situaciones de emergencia creadas por la temporalidad restrictiva de las exigencias burocráticas, el personal educativo puede llevar a cabo acciones marcadas por la «violencia institucional»; y, por el otro el potencial reflexivo y crítico que emerge del sufrimiento experimentado por todos los implicados en esta situación. |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | contexte défavorisé |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | éthique enseignante |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | incertitude |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | relations école-familles |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | violence institutionnelle |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | family relations |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | institutional violence |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | pragmatic sociology of domination |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | school |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | teaching ethics |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | uncertainty |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | underprivileged context |
| 700 10 - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Giuliani, Frédérique |
| Relator term | author |
| 786 0# - DATA SOURCE ENTRY | |
| Note | Revue internationale de l'éducation familiale | 56 | 2 | 2026-03-30 | p. 195-215 | 1279-7766 |
| 856 41 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://shs.cairn.info/revue-revue-internationale-de-leducation-familiale-2025-2-page-195?lang=fr&redirect-ssocas=7080">https://shs.cairn.info/revue-revue-internationale-de-leducation-familiale-2025-2-page-195?lang=fr&redirect-ssocas=7080</a> |
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