Abstract

With the absence of sociological analysis, power relations in schools are ofteninvisible or judged by education officials, students and professionals as nonexistent orirrelevant. Common sense so organized naturalizes a look for which organization andculture in school is a natural fact, a technical reality independent of social context, ora desirable good, free of impositions and conflict. The following work is a theoreticalinvestigation of the major sociological perspectives on culture and power in schools,applied to the problem of cultural organization, pedagogical imposition, and culturalresistance in school.