Resumo

DEYRIES, Sophie Duteil. Gendered justifications for transgression at school. Educ. Form. [online]. 2021, vol.6, n.2, e4610.  Epub 20-Abr-2021. ISSN 2448-3583.  https://doi.org/10.25053/redufor.v6i2.4610.

This study is part of a thesis in educational sciences defended in 2018 at the University of Montpellier, France. Numerous studies highlight the differentiated treatment at work in the school space when female or male students transgress the rules. But have we collectively questioned ourselves about the arguments put forward to justify these behaviors, to give them an explanation? Teachers and students alike are comforted by justifications that are in line with social representations. Male students would transgress out of immaturity, out of a desire to "make things interesting" to peers, or out of a lack of control over their emotions, such as anger. On the other hand, and for the same transgression, the interviewees explain the differences in the behaviour of female students by defensive (and not offensive) reactions, personal problems - to which they would be subjected - and a cruel lack of moderation in their reactions. Boys are judged responsible but also subject to their nature; girls are considered victims of transgression situations by taking responsibility for their actions. Based on a sample of 500 students and 29 teachers, from kindergarten to high school, it is through a partly qualitative survey (interviews and observations) that I propose to question and think about school transgression through the prism of a mechanism that is continuously maintained, and shows how transgression is a school gender analyzer.

Palavras-chave : Transgression; Gender; Social representations; Inequalities; Educational institutions.

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