5th ISA Forum of Sociology (6-11 July 2025)

The sociology of education has reached great achievements in understanding the role of the school in modeling school experiences and differentiated subjectivities. From the social study of emotions and affects, progress has been made in the formulation of conceptual frameworks that are productive for analyzing different spheres of social life (rules of feeling and expression, emotional work, emotional regimes, affective atmospheres, emotional practices, emotional energy, to mention just a few). Despite these great contributions, few bridges have been built between these subfields of sociology to strengthen the analysis of the emotional dimension of school life.

Thus, we expect contributions that aim at enriching these conceptual bridges and that, from theoretical, empirical, and methodological inquiries, address some of these questions: What meanings and practices are deployed in the education of emotions? What affective modulations are assumed by the school experience and how do they affect educational trajectories? How do affects and emotions influence the production of educational inequalities? What affective atmospheres prevail in contemporary classrooms? Which of them favor educational processes that strengthen the learner's identity and allow a meaningful relationship with knowledge for students?