61

This article explores the arrangement of plural socializations in the workplace in two groups of preschool workers—teachers and teaching assistants—by studying two modalities of their activity: pedagogical work and disciplinary work. In the first case, each group is the bearer of a pedagogical model anchored in their class socialization based on an opposition between the abstract and the finality, between the visible and the invisible. As for disciplinary practices, they are homogeneous, both in their discourse and in their actions. This result challenges the literature that highlights the opposition between the educational “styles” or “models” of the working classes and the middle classes with high cultural capital, and points to the malleability of dispositions.