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The article analyses the main benefits of a Portuguese programme, launched in 1996, which was designed to support schools in segregated districts (TEIPs). The first part of the article presents a theoretical framework, before moving on to the main features of the TEIP programme in contemporary Portuguese society and education. An explanation of the methodological procedures applied in the research is also included. In the second part of the article, the main results are discussed. In broad terms, the programme succeeded in reducing violence patterns and dropout rates. On the other hand, an improvement in academic outcomes is slow and the links to local communities and the labour market are variable and, in both cases, highly dependent of local variables. In the conclusion, the authors systematise the opportunities and challenges of such a 'territorial approach' and point out some key factors in enhancing its success.

This article aims to improve both theoretically and empirically our understanding of the socialization process, a key topic in Social Sciences, but currently subject to scarce research. Firstly, the concept of socialization is discussed, drawing upon major sociological and anthropological traditions, contributions from emerging research streams, as well as relevant findings from Educational Sciences, Psychology and Neurosciences. Recognizing that all life experiences are meaningful to individuals' socialization, the author argues that not all of them hold the same value. Secondly, the biographical approach to socialization used in this study is outlined. Thirdly, the main results of the project on the socialization of the working class in Portugal are presented. Finally, in the discussion section, the project findings are confronted with the results of other recent studies, focusing on three major (interconnected) catalysts of the socialization process: emotions, practices and (biographical) identities.

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