ITALIAN JOURNAL OF SOCIOLOGY OF EDUCATION

Drawing upon two recent qualitative studies on contrasting contexts – two prestigious and expensive private schools, and two settings of public schools included in a national program to foster education in poor areas (TEIP) – the article analyzes common and divergent features in schooling cultures and strategies, in Portugal. Data from surveys, content analysis, focus groups, interviews and direct observation, collected in each school are compared, especially on four dimensions: social background, organizational strategy, “socialization styles”, and meanings of school. The concept of total socializing project is used to characterize the schooling experience in “elite” establishments, while the concept of partial socializing project to understand the educational projects in “priority intervention territories”. Finally, a common strategy to enhance success and integration is outlined: the promotion of deep relationships within educational communities (students, parents, teachers, directors and other local agents), nevertheless anchored to very different resources, ideologies, actions and goals.