Opacities and implicits: what Parcoursup is doing to the professional group of teachers.

We propose to understand the effects of recent reforms relating to career paths, including Parcoursup, on the division of labor in the school world and in particular on the professional group of high school teachers. Our analysis is based on socio-ethnographic research conducted in a comprehensive high school. The multiple and nebulous prescriptions redefine the license and mandate (Hughes, 1996) of teachers by broadening, in an opaque manner, their field of action. These new modes of regulation challenge the boundaries and jurisdictions (Abbott, 2016) of their work. To shed light on the opacities of the system, without training and with little perspective, they tinker. In this context, their commitments vary according to the students' academic profiles and in light of their social and professional dispositions. We propose to understand the effects of the recent reforms related to the orientation process, including Parcoursup, on the division of labor in the school world and, in particular, on the professional group of high school teachers. Our analysis is based on socio-ethnographic research conducted in a high school. The multiple and nebulous prescriptions redefine the license and mandate (Hughes, 1996) of teachers by broadening their field of action opaquely. These new modes of regulation challenge the boundaries and jurisdictions (Abbott, 2016) of their work. To shed light on the opacities of the system, they resort to pedagogical DIY. Their commitments vary according to their social and professional dispositions and the students' academic profiles. [ABSTRACT FROM AUTHOR]