000			01636cam a2200205 4500500
005			20250121111206.0
041			_afre
042			_adc
100	1	0	_aMinassian, Laure _eauthor
245	0	0	_aLiteracies Act in Two Classes of Agricultural Vocational Education
260			_c2016.
500			_a92
520			_aHow inequalities are produced and reinforced through the development of educational and course material dedicated to students? Based on two years of observation in two types of schools in agricultural vocational education, our investigation used content analysis to study such inequalities. The use of concepts of literacy and school form highlights the divergent and recurrent expectations of teachers based on their degree of proximity to the work of the place of destination. The overvaluation of the professional point of view in one of the two schools, to the detriment of the demands of the school environment, always implicitly present, negatively impacts upon learning objectives of students who experience academic difficulties. The two mechanisms observed reflect a distribution of knowledge that shapes, over time, the writings of the students analyzed in a social cognitive perspective. Social inequalities between students are then reinforced.
690			_asocio-educationnal inequalities
690			_aliteracy
690			_aschool form
690			_aagricultural education
786	0		_nRevue d'anthropologie des connaissances | 10o 3 | 3 | 2016-08-29 | p. 373-400
856	4	1	_uhttps://shs.cairn.info/journal-revue-anthropologie-des-connaissances-2016-3-page-373?lang=en&redirect-ssocas=7080
999			_c539366 _d539366