Abstract
After having shown the links between power relations (Bourdieu), organic solidarity (Durkheim) and recognition (Honneth), this paper highlights the value of focusing on the functional, material and social spaces in use in schools. The research is based on in situ observation and in-depth interviews which capture the reflexive and critical capacities of the agents who enable teachers to have control or not over these spaces and their allocation, according to their work in coopersting with the principals of these schools, an essentisl element according to the PEP principles guiding Eucational Priority Policies. Our results thus show the link between a feeling of recognition and the appropriation by the agents of the different functional and material spaces where they work. The overall conclusion is an invitation to think about the conditions making the division of work produce solidarity possible, according to a process Durkheim had insights into.