المدرسة والنظام السياسي بين الخصائص البنيوية والمكونات الوظيفية: دراسة تحليلية من منظور سوسيولوجيا البنائية الوظيفية لتالكوت بارسونز

Abstract EN

Many scientific and political debates and even media are occurred about the effectiveness of the role of the school in society, and they intensify when it concerns there formation of the educational system in Algeria and the search for an anthological identity and a clear epistemological legitimacy of an original educational culture for the Algerian school.

this ideological conflict may rise and becomes into political strives of groups.

the school has the responsibility in all societies and in all times and places to teach individuals a universal human culture and national, local and ideological values that can produce human energy in order to develop the society and progress it materially and spiritually and keep its vital and ethical components, especially in the transcription of the science and the knowledge within programs, methods and modern scientific educative process.

however, these functions may be affected by the nature of the political system and its various effects and mode ling of specific structural patterns and characteristics of the desired schools.

the authoritarian systems and the oligarchy even the chorboratianones, for example, take up the favorite models of schools in the allowed and forbidden framework, in the opposite of the democratic political systems.

this problematical concept could pose a different argumentation about the possibility of political changing from the effectiveness of the role of the school.

in this paper, we will discuss the argumentative relationship between the political system and the school between structural characteristics and functional components, in what has been raised by the functional structure theory of parsons and the extent of the achievement of the functional requirements (AGIL) to perform roles in society for both political system and the school.