 Fragmentation of the institutional world. The question of the resistance of school professionals to new forms of rationalization and organization of work within Quebec schools 
Since the 1990s, school system regulation in OECD nations has undergone many transformations, and the Quebec school system is no exception. New Public Management, which draws heavily on private sector management techniques, aims to remedy the alleged disorganization and inefficiency of public institutions. In Quebec, this new rationalization of the school system has major impacts on the work of various categories of school officers, including teachers as well as those who do not work as directly in the classroom, like technicians and educational professionals (psychologists, learning assistance teachers, psychoeducators, speech therapists, occupational therapists, etc.). The article deals with the heavy tensions between the professional and organizational conceptions of the profession that many school professionals are experiencing. But are the routine operations of the school, its autonomy, and the division of educational labour conducive to the creation of structured or organized action that would allow educational professionals to resist the new way their work is being rationalized ?