Since its creation in 1966, in a school discipline, teaching sociology for high school French students of aims to develop a reflective attitude and a critical perspective on the social world. A survey conducted among the students of the second year, shows the extent to which this goal is partially achieved. The didactic systems implemented are analyzed in their tension between two models. One, the use of social analysis prevailed until the 1980s, the other, which tends to develop, have a closer relationship with an introduction to sociology.
School Discipline; Real Curriculum; Teaching Sociology; Teaching Tools; Formal Curriculum