Crédit et discrédit croisés des « savoirs théoriques » et des « savoirs de terrain » chez de jeunes travailleurs sociaux

Abstract

When they have it about their training, young social workers resort on schemes of opposition and support to "theoretical knowledge" and "field knowledge" (i.e. practical knowledge). Some of them say they learn a lot from the users: they feel they are "made" for that job and find "in themselves" knowledge that practice reveals. On the opposite side, others emphasize what they owe to their school training and the acquired skills and qualifications. Finally others use the school knowledge to give reason the role of a bumper against what they "feel" on the field. What are then the social indicators that make it possible to shed light on these different types of relation to knowledge? How does the sharing take place (on which objects?) between what is possible to say (how language is mobilized to give account of that?) and what is not really (how is the body invited to evoke it?)? Which place, which credit is assigned to social school, social institutions and users? We will here think about the variation principles in the relation to knowledge and notice how these relations play an essential role in the general economy of these young social workers. © De Boeck Université.