Résumé
Suite à l’arrivée des travailleurs sociaux dans les cycles d’orientation, les
autorités scolaires du canton de Fribourg ont redéfini et précisé le rôle des divers
professionnels de l’école. Cet article explore la pratique des travailleurs sociaux en
milieu scolaire (TSS) ainsi que leur collaboration avec les autres acteurs de l’école,
ceci à travers les regards croisés des TSS et des directeurs d’établissement. Les entretiens
mettent en évidence la polyvalence du métier de TSS ainsi que la division du
travail, les dynamiques relationnelles et les champs de tension qui apparaissent
entre TSS, enseignants et directeurs.
Following the arrival of social workers in the lower-secondary education, the school authorities of the canton of Fribourg have redefined and clarified the role of the various professionals in the school. This article analyses the discourses used by school principals and school social workers (SSWs), concerning the practice of SSWs and their collaboration with other school actors. The interviews highlight the versatility of the SSWs profession as well as the division of labour, relational dynamics and areas of tension that arise between SSWs, teachers and school principals.
Following the arrival of social workers in the lower-secondary education, the school authorities of the canton of Fribourg have redefined and clarified the role of the various professionals in the school. This article analyses the discourses used by school principals and school social workers (SSWs), concerning the practice of SSWs and their collaboration with other school actors. The interviews highlight the versatility of the SSWs profession as well as the division of labour, relational dynamics and areas of tension that arise between SSWs, teachers and school principals.