Dualno obrazovanje i pravičnost : osvrt iz perspektive Francuske sociologije obrazovanja

Abstract

Imajući na umu da je Strategijom razvoja obrazovanja u Srbiji primećeno da u obrazovanju u Srbijipostoji „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 dualnomobrazovanju i javno insistiranje na ekspanziji ovog vida obrazovanja koraci usmereni ka smanjenjunejednakosti. 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 izjednačavanjeobrazovnih šansi i uspostavljanje pravičnijeg društva. Iz teorijskih uvida spomenutih autora koji setiču povezanosti klasnih struktura sa obrazovnim šansama, može se zaključiti da svako „grananje”unutar obrazovnog sistema doprinosi većim nejednakostima, o čemu eksplicitno govori RejmonBudon. Odlike dualnog obrazovanja podsećaju na „primarno zanatsko” obrazovanje o kojem govoreBodlo i Estable koji pokazuju da je ovakvo obrazovanje predviđeno za učenike iz neprivilegovanihdruštvenih slojeva kojima se kroz ovaj vid obrazovanja ograničava mogućnost vertikalne društvenepokretljivosti. 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 jednopreduzeće. Školski sistem povezan sa industrijom, prema mišljenju ovog autora, oblikovan jeinteresima poslodavaca i suprotan je interesima radnika, jer čini društvo manje pravičnim umanjujućišanse za vertikalnu i horizontalnu društvenu pokretljivost. Na osnovu navedenog se može zaključitida dualno obrazovanje ne doprinosi smanjenju društvenih nejednakosti, te da bi u cilju stvaranjapravičnijeg društva od ovakvih obrazovnih politika trebalo odustati.

Bearing in mind that the Strategy for Education Development in Serbia perceives the existence ofa “justice issue” in education in Serbia, and that one of the stated goals of education developmentis creating a “socially just society”, this paper explores to which extent adopting the Law on DualEducation and public insistence on expansion of this mode of education are the steps towards reducinginjustice. 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 forbalancing educational opportunities and establishing a more just society. From theoretical insightsof the aforementioned authors regarding the relation between class structures and educationalopportunities, it can be concluded that any “branching” within an educational system contributes togreater inequalities, as explicitly asserted by Raymond Boudon. The characteristics of dual educationcorrelate to the “primary professional” education mentioned by Baudelot and Establet, illustratingthat such education is intended for students from underprivileged social strata, who have limitedopportunities for vertical social mobility due to this kind of education. By analysing various interestoptics of the actors, Bourdieu finds that general education, as opposed to company training, providesworkers 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 interestsof employers and contrary to the interests of workers, as it makes society less fair by reducing thechances of vertical and horizontal social mobility. Based on the above, it can be concluded that dualeducation does not contribute to reducing social inequalities, and that in order to create a fairersociety, such educational policies should be abandoned.