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Today, families and schools
are under obligation of cooperating, which notably induces new
forms of relations between parents and teachers. These modifications
make it necessary to reconsider the child’s position in
the family-school interface, envisaging him at the same time
as product and actor of the social processes involved.
Our research attempts to better define the strategies developed
by the pupil in the transmission of messages between his family
and school. The efficiency of these strategies is directly linked
to the knowledge of school ways, meaning representations of
norms, forbidden aspects, rituals and relational stakes. Results
indicate the importance of the message’s content about
the type of strategy developed: in particular, pupils manifest
a more daring behaviour when they find themselves confronted
to messages that contain evaluative aspects. |
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