L'EXERCICE DU MÉTIER D'ÉLÈVE, PROCESSUS DE SOCIALISATION ET SOCIOLOGIE DE L'ENFANCE
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
RESUME. Cet article traite de l'emergence de la sociologie de l'enfance au sein de la sociologie de l'education. Nous rappelons les conditions historiques et sociologiques qui ont permis l'avenement d'un souci de l'enfance. En mettant l'accent sur le «metier d'eleve», concept que Perrenoud definit comme etant l'habilete des enfants a jouer le jeu de l'ecole, a faire ce qu'on attend d'eux, et sur les rapports de l'enfant a l'ecole, a la famille etau groupe des pairs, la place de l'enfant, acteur legitime et reflechi, est etudiee. Un tel regard permet de mieux comprendre les processus d'inclusion et d'exclusion auxquels les enfants prennent part. Enfin, nous examinons, a partir d'une revue de la litterature, les transformations du concept de notamment au regard des normes scolaires, des dynamiques propres au groupe enfantin et a la double filiere de socialisation (enseignant-eleves et eleves-eleves). THE STUDENT'S ROLE, SOCIALIZATION PROCESSES, AND THE SOCIOLOGY OF CHILDHOOD ABSTRACT. This article discusses the emergence of early childhood sociology as a separate discipline within the field of educational sociology. The authors review the historical and sociological conditions that gave rise to a concern for the early childhood years. The article examines the status of the child as a recognized and thoughtful participant, by focussing on the metier d'eleve, defined by Perrenoud as the child's ability to play the part required at school, to do what is expected by the system, and also on the child's interactions within the family, at school and with peers. From this viewpoint we gain a better understanding of the school processes of inclusion and exclusion in which the children participate. Finally, we review the literature to examine the changing concept of metier d'eleve particularly in light of educational benchmarks, the group dynamics of young children and the dual strands of school socialization (teacher-pupil and pupil-pupil).
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.017 | 0.008 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.002 |
| Science and technology studies | 0.004 | 0.004 |
| Scholarly communication | 0.000 | 0.002 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it