Foregribelsens dialektik: ”skolens” nærvær i børnehavens pædagogiske værdiunivers

Abstract: The article presents a study of some 700 day-care staff member’s attitudes towards children’s transition from kindergarten to a coming life as pupils in the school system. The transition is studied as rites of passage and as ascesis along the concept of Bildung. In addition findings are also analyzed along the value horizon of autonomy and conformity. The theoretical approach is based on the framework developed by Pierre Bourdieu, and the Grid Group Cultural Theory of Mary Douglas. The empirical part consists of answers to a questionnaire from some 700 staff members of 80 kindergartens in two Danish municipalities. The conclusions points to a high potential of conformist values and points to the long ignored ascetic dimension of Bildung as a central issue in the educational efforts of transition.Sammendrag: Artiklen praesenterer fundene fra en undersogelse af bornehaveansattes holdninger til forberedelsen af bornene frem mod deres kommende liv som elever i skolesystemet. Overgangen er undersogt som ritualer og askese i forlaengelse af dannelsesbegrebet. Forskningsarbejdet i sin helhed bygger pa Pierre Bourdieus og pa Mary Douglas’ teoretiske rammevaerk. Den empiriske del bestar af sporgeskemabesvarelser fra 700 ansatte i 80 bornehaver i to danske kommuner. Data her fra er analyseret langs en vaerdiakse fra konformitet til autonomi. Konklusionen peger pa en klar tilbojelighed i personalets paedagogiske vaerdier mod vaegtning af konformitet og ikke autonomi i arbejdet med bornenes overgang til skolelivet. Endelig droftes en miskendt side ved de paedagogiske dannelsesambitioner i form af de afkald, et dannelsesarbejde forudsaetter.