@conference{
author = "Jarić, Isidora and Radulović, Mladen",
year = "2019",
abstract = "Imajući na umu da je Strategijom razvoja obrazovanja u Srbiji primećeno da u obrazovanju u Srbiji
postoji „problem sa pravednošću” i da je kao jedan od ciljeva razvoja obrazovanja navedeno stvaranje
„socijalno pravičnog društva”, u ovom radu se preispituje u kojoj meri su donošenje Zakona o dualnom
obrazovanju i javno insistiranje na ekspanziji ovog vida obrazovanja koraci usmereni ka smanjenju
nejednakosti. Oslanjajući se na ideje različitih francuskih sociologa obrazovanja (Burdije, Budon,
Bodlo i Estable), kroz rad se ispituje u kojoj meri dualno obrazovanje otvara prostor za izjednačavanje
obrazovnih šansi i uspostavljanje pravičnijeg društva. Iz teorijskih uvida spomenutih autora koji se
tiču povezanosti klasnih struktura sa obrazovnim šansama, može se zaključiti da svako „grananje”
unutar obrazovnog sistema doprinosi većim nejednakostima, o čemu eksplicitno govori Rejmon
Budon. Odlike dualnog obrazovanja podsećaju na „primarno zanatsko” obrazovanje o kojem govore
Bodlo i Estable koji pokazuju da je ovakvo obrazovanje predviđeno za učenike iz neprivilegovanih
društvenih slojeva kojima se kroz ovaj vid obrazovanja ograničava mogućnost vertikalne društvene
pokretljivosti. Analizirajući različite interesne optike aktera, Burdije smatra da opšte obrazovanje,
nasuprot obuci u firmi, radnicima daje određeni vid slobode, jer ih čini manje vezanim za jedno
preduzeće. Školski sistem povezan sa industrijom, prema mišljenju ovog autora, oblikovan je
interesima poslodavaca i suprotan je interesima radnika, jer čini društvo manje pravičnim umanjujući
šanse za vertikalnu i horizontalnu društvenu pokretljivost. Na osnovu navedenog se može zaključiti
da dualno obrazovanje ne doprinosi smanjenju društvenih nejednakosti, te da bi u cilju stvaranja
pravičnijeg društva od ovakvih obrazovnih politika trebalo odustati., Bearing in mind that the Strategy for Education Development in Serbia perceives the existence of
a “justice issue” in education in Serbia, and that one of the stated goals of education development
is creating a “socially just society”, this paper explores to which extent adopting the Law on Dual
Education and public insistence on expansion of this mode of education are the steps towards reducing
injustice. Relying on the ideas of different French sociologists of education (Bourdieu, Boudon,
Baudelot and Establet), the paper examines to which extent dual education opens up the space for
balancing educational opportunities and establishing a more just society. From theoretical insights
of the aforementioned authors regarding the relation between class structures and educational
opportunities, it can be concluded that any “branching” within an educational system contributes to
greater inequalities, as explicitly asserted by Raymond Boudon. The characteristics of dual education
correlate to the “primary professional” education mentioned by Baudelot and Establet, illustrating
that such education is intended for students from underprivileged social strata, who have limited
opportunities for vertical social mobility due to this kind of education. By analysing various interest
optics of the actors, Bourdieu finds that general education, as opposed to company training, provides
workers with a certain form of freedom because it makes them less attached to a single company.
The school system associated with industry, in the opinion of this author, is shaped by the interests
of employers and contrary to the interests of workers, as it makes society less fair by reducing the
chances of vertical and horizontal social mobility. Based on the above, it can be concluded that dual
education does not contribute to reducing social inequalities, and that in order to create a fairer
society, such educational policies should be abandoned.",
publisher = "Beograd : Institut za pedagoška istraživanja",
journal = "Obrazovanje u funkciji modernizacije društva",
title = "Dualno obrazovanje i pravičnost : osvrt iz perspektive Francuske sociologije obrazovanja, Dual education and equity : review from the perspective of french sociology of education",
pages = "45-44",
url = "https://hdl.handle.net/21.15107/rcub_ipir_549"
}
