This paper aims to promote a discussion on the analytical and methodological potential of the generational approach for research studies investigating education, especially in the sociological analysis of educational processes. To do so, it presents a discussion about the idea of generations and its use in social sciences according to the work of Karl Mannheim, as well as of other authors, to detach the fundamental aspects characterizing the generational phenomenon as a specific social circumstance. Finally, it discusses how the generational approach can imply a radicalization of the sociological analysis of the educational processes.
Generations; Socialization; Educational sociology