The crisis in social sciences has promoted much discussion on new theoretical and methodological approaches. These have brought other viewpoints, aiming to rescue the actions of individuals in social processes. Such questionings influence studies in History of Education, giving way to new challenges, as we try to understand the role of schooling according to its internal logics. Researches carried out in this field have started considering the construction of a different perspective of the school as an institution that is established through the analysis of the practices, strategies, and social trajectories of the individuals who have experienced the educational process. This paper aims to shed light onto the ways in which the History of Education has faced this question, highlighting some possible forms of dialogue between the fields of Sociology and History of Education, as well as the relevance of such dialogue to achieve a reinterpretation of the historical studies about schooling.
History of Schooling; Sociology; Individuals