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International audience ; This article intends to revisit the usual opposition between school institution and current of the new education, considered as more worried about forming of the complete personality of the pupil than valuation of the only intellectual knowledge. Without refraining itself from any glances outside the borders of France, it suggests considering the question in the french case during XXth century and by bounding it around the problem of democratization of the access to the various types of learnings. What will be considered as the most interesting, they are rather the vague zones, the possible points of overlapping , that is a little bit indecisive borders where both the two educational cultures were able to be brought to cross themselves, to rub the one to the other within the school institution, and also in the person of certain educationalists referring to the new education not while refusing to occupy official positions (Gal, Monod, Meirieu for example). It will thus be a question of examining, through some revealing moments and through some of these strong mediating personalities, the way the new ideas were able to criticize the school institution and make it transform its practices. In return the question settles to know if these new ideas do not fade as soon as they contact the institution, if they are not at last soluble in this one, having been of use to it as an alibi and loosing their original meaning. ; Cet article entend revisiter l'opposition habituelle entre institution scolaire d'Etat et courant de l'éducation nouvelle, réputé plus soucieux de la formation complète de l'élève que de valorisation du seul savoir intellectuel. Sans s'interdire quelques regards hors des frontières de la France, il se propose d'étudier la question principalement dans le cas français au cours du XX° siècle et en la délimitant autour du problème de la démocratisation de l'accès aux différents types de savoirs. Ce qui sera considéré comme le plus intéressant, ce sont plutôt les zones floues, les ...

International audience ; This article intends to revisit the usual opposition between school institution and current of the new education, considered as more worried about forming of the complete personality of the pupil than valuation of the only intellectual knowledge. Without refraining itself from any glances outside the borders of France, it suggests considering the question in the french case during XXth century and by bounding it around the problem of democratization of the access to the various types of learnings. What will be considered as the most interesting, they are rather the vague zones, the possible points of overlapping , that is a little bit indecisive borders where both the two educational cultures were able to be brought to cross themselves, to rub the one to the other within the school institution, and also in the person of certain educationalists referring to the new education not while refusing to occupy official positions (Gal, Monod, Meirieu for example). It will thus be a question of examining, through some revealing moments and through some of these strong mediating personalities, the way the new ideas were able to criticize the school institution and make it transform its practices. In return the question settles to know if these new ideas do not fade as soon as they contact the institution, if they are not at last soluble in this one, having been of use to it as an alibi and loosing their original meaning. ; Cet article entend revisiter l'opposition habituelle entre institution scolaire d'Etat et courant de l'éducation nouvelle, réputé plus soucieux de la formation complète de l'élève que de valorisation du seul savoir intellectuel. Sans s'interdire quelques regards hors des frontières de la France, il se propose d'étudier la question principalement dans le cas français au cours du XX° siècle et en la délimitant autour du problème de la démocratisation de l'accès aux différents types de savoirs. Ce qui sera considéré comme le plus intéressant, ce sont plutôt les zones floues, les ...

International audience ; This article intends to revisit the usual opposition between school institution and current of the new education, considered as more worried about forming of the complete personality of the pupil than valuation of the only intellectual knowledge. Without refraining itself from any glances outside the borders of France, it suggests considering the question in the french case during XXth century and by bounding it around the problem of democratization of the access to the various types of learnings. What will be considered as the most interesting, they are rather the vague zones, the possible points of overlapping , that is a little bit indecisive borders where both the two educational cultures were able to be brought to cross themselves, to rub the one to the other within the school institution, and also in the person of certain educationalists referring to the new education not while refusing to occupy official positions (Gal, Monod, Meirieu for example). It will thus be a question of examining, through some revealing moments and through some of these strong mediating personalities, the way the new ideas were able to criticize the school institution and make it transform its practices. In return the question settles to know if these new ideas do not fade as soon as they contact the institution, if they are not at last soluble in this one, having been of use to it as an alibi and loosing their original meaning. ; Cet article entend revisiter l'opposition habituelle entre institution scolaire d'Etat et courant de l'éducation nouvelle, réputé plus soucieux de la formation complète de l'élève que de valorisation du seul savoir intellectuel. Sans s'interdire quelques regards hors des frontières de la France, il se propose d'étudier la question principalement dans le cas français au cours du XX° siècle et en la délimitant autour du problème de la démocratisation de l'accès aux différents types de savoirs. Ce qui sera considéré comme le plus intéressant, ce sont plutôt les zones floues, les ...

International audience ; This article intends to revisit the usual opposition between school institution and current of the new education, considered as more worried about forming of the complete personality of the pupil than valuation of the only intellectual knowledge. Without refraining itself from any glances outside the borders of France, it suggests considering the question in the french case during XXth century and by bounding it around the problem of democratization of the access to the various types of learnings. What will be considered as the most interesting, they are rather the vague zones, the possible points of overlapping , that is a little bit indecisive borders where both the two educational cultures were able to be brought to cross themselves, to rub the one to the other within the school institution, and also in the person of certain educationalists referring to the new education not while refusing to occupy official positions (Gal, Monod, Meirieu for example). It will thus be a question of examining, through some revealing moments and through some of these strong mediating personalities, the way the new ideas were able to criticize the school institution and make it transform its practices. In return the question settles to know if these new ideas do not fade as soon as they contact the institution, if they are not at last soluble in this one, having been of use to it as an alibi and loosing their original meaning. ; Cet article entend revisiter l'opposition habituelle entre institution scolaire d'Etat et courant de l'éducation nouvelle, réputé plus soucieux de la formation complète de l'élève que de valorisation du seul savoir intellectuel. Sans s'interdire quelques regards hors des frontières de la France, il se propose d'étudier la question principalement dans le cas français au cours du XX° siècle et en la délimitant autour du problème de la démocratisation de l'accès aux différents types de savoirs. Ce qui sera considéré comme le plus intéressant, ce sont plutôt les zones floues, les ...

L'historiographie des organisations internationales et des mouvements ou réseaux qui leur sont associés a été profondément renouvelée au fil des dernières décennies. Une série de travaux, alimentés notamment par le transnational turn, ont ainsi pris pour objet ces organisations en les abor- dant en tant qu'actrices du changement social, et non plus seulement comme le théâtre d'échanges diplomatiques. Ces études ont ainsi permis d'éclairer leur rôle d'accoucheuses des politiques publiques contempo- raines : elles traitent en effet les organisations internationales comme des acteurs parmi d'autres du changement social, dont la spécificité découle des modalités de leur fonctionnement, ainsi que des terrains et des échelles visés par leur action, lesquels transcendent les frontières natio- nales.

O presente texto visa fazer um panorama da luta sindical docente contra as reformas neoliberais a partir da comparação entre Brasil e França. Com isso, elegemos dois sindicatos, APEOESP (Sindicato dos Professores do Ensino Oficial do Estado de São Paulo) no Brasil e SNES (Syndicat National des Enseignements de Second Degrée) na França. Essa escolha ocorre em função da importância de ambos nas ações de enfrentamentos às políticas neoliberais em seus respectivos países durante a década de 1990 e os anos 2000. Como as políticas neoliberais se ramificam em áreas bastante amplas, decidimos dar ênfase àquelas que atingem o conjunto dos trabalhadores, a reforma previdenciária. Escolhemos analisar a atuação dos sindicatos docentes em torno das contrarreformas da previdência em 2003 na França e no Brasil. Utilizamos como fonte principal da pesquisa aqui apresentada os periódicos "Jornal da Apeoesp" e "L'Université Syndicaliste" (L'US), da APEOESP e do SNES, respectivamente.