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From a two-level reading, a historical, genetic perspective on one side and a dialectical perspective of interactions between actors on the other side, we are to question the reasons of the particularly worrying state of the school system in the French community in Belgium. Following a necessary contextualisation in the long run, the difficulties met by the different institutional actors are examined to understand how, under the guise of rhetorics from the teaching fields and more recently from international organisations, the attempts to conceal the poor running of the system have failed.SCOPUS: ar.jinfo:eu-repo/semantics/publishe

Histoire et critique en sociologie de l'éducation : le cas de la Communauté française de Belgique