Bernard Lahire and the portuguese sociology of education

Authors

  • Pedro Abrantes Universidade Aberta e CIES-IUL – Centro de Investigação e Estudos de Sociologia, Instituto Universitário de Lisboa (Lisboa/Portugal)
  • Sofia Amândio CIES-IUL – Centro de Investigação e Estudos de Sociologia, Instituto Universitário de Lisboa (Lisboa/Portugal), e Centre Max Weber (CNRS), Université de Lyon (Lyon/França)

DOI:

https://doi.org/10.34626/esc.vi42.280

Keywords:

school failure, family socialization, higher education, social inequalities, Portugal

Abstract

This article aims to contribute to the advancement of research in Sociology of Education, by considering the theoretical proposals of Lahire with regard to their relevance in understanding
contemporary educational realities in Portugal. We explore three strong themes from Lahire’s
empirical research on education and culture: school failure in elementary school; school success in popular classes; and the different modes of study in higher education contexts. This analysis shows that these points can be very useful in broadening our understanding of educational phenomena, focused on the daily relationship between the educational experience and the practices of family socialization. Most significantly, it is important to relate this analysis to the work done by individuals to «weave» the ideas developed in different fields of social life.

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Published

2014-08-01

How to Cite

Abrantes, P. ., & Amândio, S. (2014). Bernard Lahire and the portuguese sociology of education. Educação, Sociedade & Culturas, (42), 7–25. https://doi.org/10.34626/esc.vi42.280

Issue

No. 42 (2014): New issues in education research

Section

ARTICLES | Open call

License

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Authors retain copyright, without restrictions, in their articles and grant the journal right of first publication with the work simultaneously licensed under Creative Commons Attribution ShareAlike Licence 4.0 International (CC BY-NC-SA). Readers are free to copy, display, distribute, and adapt an article, as long as the work is attributed to the author(s) and ESC, the changes are identified, and the same license applies to the derivative work. Only non-commercial uses of the work are permitted.