摘要：Our aim in this article is to outline the specific forms of communication in a school with reference to the practical knowledge of a phenomenon that we call a culture of recognition and esteem. We analyze the verbal,non-verbal,semiotic,discursive and mimetic aspects of communication practices and show their social functions within the school we observed. It is necessary to understand and analyze recognition and esteem as praxis,i.e. as an ensemble of intentional as well as unintentional pedagogical practices. These practices constitute a culture of recognition and esteem that furnishes those involved in a school with a reference framework and performative space. The inquiry is applied to an inner-city primary school in a socio-economically problematic district. The data have been produced within a cooperative programme of ethnographic research that has lasted more than twelve years and was initiated in the context of the Berlin Ritual Study at the Free University of Berlin. As fieldwork was restricted in terms of time and thematic focus,we followed a specific dimension of school ethnography. Our findings are based not only upon observation but also upon the recording on video of pedagogical practices. Our systematization of recognition and esteem shows a potentiality to describe a phenomenon without reducing its complexity and highlights the hard work implicit to pedagogical praxis.
其他摘要：Naším cílem v tomto článku je nastínit specifické formy komunikace ve škole,které se vztahují k praktické znalosti jevu,jejž naz ýváme kulturou uznání a respektu. Analyzujeme verbální,neverbální,sémiotické, diskurzivní a mimetické aspekty praktik komunika
