The school is not a factory of identities. This appears to be the title or central theme of a brief opinion article that addresses the relationship between educational legislation and practice in schools. The text suggests that the school's role should not be that of manufacturing or imposing identities on students.
The article argues that educational content survives through three main channels: the administrative channel, the associative channel, and recourse to so-called "good practices." This indicates that the implementation of educational policies depends less on the letter of the law and more on informal mechanisms and established practices.
The text establishes a distinction between legislative change and school reality. According to the author, while the law changes in the parliamentary chamber, educational practice persists within the school premises, suggesting a disconnection between what is decided politically and what actually happens in schools.
The article is too brief to identify authors, sources, or specific context, appearing to be an editorial reflection on the autonomy of educational practices in relation to government policies.
