Sistema Regional de Información
en línea para Revistas Científicas de América Latina,
el Caribe, España y Portugal

Durante el centenario del nacimiento del pensador y pedagogo Paulo Freire (Recife, Brasil, 19 de septiembre 1921) se han realizado numerosos eventos, conferencias y congresos, pero sin duda el mejor homenaje es mostrar la vigencia y el vigor de su pensamiento y obra. 

The article reviews Bourdieu and Passeron’s Reproduction and explains that, alongside the usual theory of symbolic violence, there is another theory about the banality of education, which connects with the amorphous nature of Weber’s power. It then uses the PISA data, which it calculates according to an adaptation of the Gini index methodology, and establishes the correlation between social and educational inequality. Finally, it reviews the role in such a correlation of the various states, appearing a certain profile in former socialist countries.

The educational system is analyzed using the Bourdian concept of field, understood as a system of objective relationships between acquired social positions. It is expected, therefore, to show the fecundity of this concept to promote critical analyzes of the educational system, away from deterministic or functionalist perspectives, being able to illustrate the dynamism of the education field and the intervention capacity of its agents. The text exposes how the margins of the educational system have been produced since the last third of the 20th century and how the education field has been reconfigured with the implementation of compensatory policies, since the implementation of the first initiatives outside the educational system to the recent Basic Grade Training Cycles, passing through the Social Guarantee Programs and other. Through documentary analysis, review of information from ethnographies and informal interviews with key informants, the results show how the educational system has been produced on its margins, the dynamism of the education field and strategies put into play by agents to improve their relative positions in the field. The conclusions reflect on the fecundity of Bourdieu’s proposal in order to show how the education field has been configured, identify plots among their agents, recognize their disputes, and point out the relationships with other social spheres.

  This study aims to analyze the trajectory of Pierre Bourdieu’s sociology in Brazil, from its intellectual reception to the current situation in the references in the scientific field. There were three periods: the time of its arrival, in the 1970s; the incomprehension and resistance, in the following decade; which followed, in the years 1980-1990, to its scientific recognition and academic consecration. More than three decades later, the continuity of its influence using its sociological concepts was investigated. The methodology used was content analysis of primary and secondary sources: the author’s own representative bibliography, published widely in Brazil, and writings of his main interlocutors in the country. To analyze the persistence of Bourdieu’s theory in the decade 2010-2020, a bibliometric study of references to his works and concepts in the areas of social sciences, education, humanities and communication was carried out. The information was compiled from the Portal de Periódicos da CAPES and the Biblioteca Digital de Teses e Dissertações. It was shown that, even though it is still concentrated in universities in São Paulo, we currently observe a decentralization of references to Bourdieu’s sociology to other states, in number of dissertations and theses. The indicators of scientific articles showed a small decrease in references to Bourdieu’s works and concepts, while the indicators of theses and dissertations indicated an increase. These results of scientific dissemination and post-graduation show that the academic influence and prestige of Bourdieu’s sociology remains remarkable in Brazil.

  Sociology is a scientific and social practice that forms part of the symbolic systems of a society divided into classes, hence it can have ideological uses. But the epistemological practice is a scientific and social practice too and this is why it is also problematic as the guarantor of the sociology’s scientificity. Sociological and epistemological practices act on social structures and processes of social change, contributing to their constitution as spaces of domination. If Sociology cannot use epistemology to establish itself as a science, a way is opened for it to apply its analysis of symbolic and ideological systems to itself, and to become critical and reflexive, being the sociology of sociology the necessary condition for its practice. Epistemology presents the same problems of scientific grounding as sociology and Bourdieu turns to the sociology of education for its sociological grounding. The ideological nature of sociology and epistemology can be determined, if both are practised differently. The aim of this paper is to set out the basis of Bourdieu’s research programme concerning the sociological analysis of the sociological field which enables the methodological foundation of epistemology. The method used is comparative. We map the configuration of instruments used by Bourdieu’s programme on the basis of a comparison with the tools used by Marx, Kant and Wittgenstein in their critique of «theoristic» epistemology. The hypothesis formulated is that the implementation of a materialist theory of knowledge requires a re-thinking of the concepts of «ideology», «perspective» and «relation».

This article analyzes the initial training of secondary school teachers. The objective is to know if it provides teachers with the necessary tools to address the social problems of their students. A mixed methodology has been used: documentary analysis to know the curriculum of the Master’s Degree in Secondary Education in the 9 Andalusian public universities that offer it; and several qualitative techniques to know the discourses of teachers about their initial training: an autoethnography in the school context; a focus group and 10 semi-structured indepth interviews with a coordinator of the Master’s Degree and teachers from public, subsidized and private schools throughout Andalusia. The data show the gaps and challenges in initial training of secondary school teachers to address the social problems of students in the daily life of the classroom and allow us to conclude by emphasizing the need to strengthen the initial training of teachers in this eminently sociological field.

El libro es un homenaje a Miguel Ángel Zabalza. Durante él, diferentes autores reflexionan sobre cuestiones que afectan a la educación superior a partir de los conocimientos producidos anteriormente por el homenajeado.  La reseña intenta recoger las ideas principales y realizar a modo de conclusión una reflexión sobre el libro. 

This special issue of May 2022 of RASE is dedicated to Bourdieu on the 20th anniversary of his death, a fundamental sociologist and also famous for his contribution to the sociology of education. We talk to Marina Subirats about La reproducción, in which she was involved as translator and prologue in its Spanish version, and about the influence of the French sociologist's work. 

The impact of the COVID-19 pandemic on the academic and social life of children and adolescents continues to be of concern because of the serious consequences it may have for an entire generation of students, especially for those who were in more vulnerable situations for different reasons, particularly for third country national students. Paradoxically, since the beginning of the closure and when schools reopened for face-to-face classes intermittently, the specific needs of this group of students and the effects of academic and social isolation as possible aggravating risk factors have been absent from the public debate on education in the pandemic, beyond general mentions of family impoverishment and the digital divide. Nor have issues that were already alarming been addressed, such as the differences between the school attachment of boys and girls, which intersect with the former ones. This paper presents some of the findings and conclusions of a prospective study within the project IntegratED. Promoting Meaningful Integration of Third-Country Nationals Children to Education (776143-EU-AMIF). Drawing on interviews with the teaching staff of eight secondary schools in Madrid and Barcelona in autumn 2020, we focus on the impact of the pandemic and school closure on these students from a comparative approach of schools, national origin, and gender, in the larger context of the transformations, readjustments and consequences experienced by all students from disadvantaged socio-economic backgrounds