92

This article focuses on the education authority as exercised by teachers or social workers, considering that its definition results from the prime socialization and subsequent experiments. Interviewing ways of defining the authority, it is to develop a questioning of its construction in time, especially to light called the inspired hand and understand how to forge a self-legitimation that not enough alone but which becomes more important today. It is in this perspective it is questioned in the same urban context for teachers and social workers and approached from a survey conducted from February 2006 to June 2010 in Lyon. Both the others are in continuity with what they experienced in their childhood and the distinction between teachers and social workers is hardly relevant. It is proposed to account for what builds their positions by a typology that emphasizes the structuring of learning a form of authority. In this typology, the matrix is forged in the family and in relationships to the environment is the neighborhood or for that asserts a constant preponderance of adults (the “vigilant”), or on the first desire prevail membership through dialogue (the “empathetic”).