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

This article exposes the first results of a research work that, from recovering the structural-genetic approach of Pierre Bourdieu, seeks to know mechanisms of social differentiation between students who attend different secondary schools in the city of Tandil, Buenos Aires, Argentina. For this, qualitative surveys have been taken of a total of 96 young people who attend three secondary schools in the city, one privately managed urban, one state-run urban and another state-run suburban. Despite the fact that the investigation has been broader, relational analyzes are presented here on aspects that link students with the social space beyond the school, that is, their geographical location, meanings about youth, their problems and their cultural consumption. The qualitative analysis of the data allowed us to find, on the one hand, specific characteristics of the mediation pattern that the groups of young people establish with the institution they attend, and on the other hand, relationships of closeness and distances between them. From there, an attempt has been made to link these characteristics to the social groups that make up the Argentine social structure and to the configuration of a school field that contributes or not to reproducing a certain distribution of school capital in the city.

This article examines different aspects of 0–3-year-old pre-school education in Andalusia. It analyses the characteristics and recent history of the model implemented here in the context of state-wide 0–3-year-old education. The analysis reveals a great recent expansion of schooling in all the years of this cycle but based on the proliferation of an offer of underfinanced private subsidized children’s centres, in economic difficulties, very conditioned by this to meet minimum assistance projects. All of this often limits the pedagogical quality and efficiency that are increasingly demanded for this cycle. The analysis also identifies exclusions for economic reasons, but these have a lower impact on the most vulnerable families with fewer resources below the poverty line than families from the lower classes who exclude themselves or delay enrolment as much as possible due to the lack of subsidies, economic incentives, and the right to free places. 

In a context of generalization of education and centralization of knowledge in today's societies, followed by the "intragerationality" (Enguita, 2007) of change, individuals were required to be actively and continuously involved in new stages of education and learning. The right - and the duty - to a relationship with education has been affirmed - beyond initial education and school - which must take place throughout and wide life. The current "cosmopolitanization" of societies (Beck, 2016), underlines the importance of a transnational analysis, for the understanding of social phenomena. Recognizing the importance of a comparing analysis of adult education in Southern European countries, this article aims for the share of regularities and differences that are found in adult education and training systems and in the relationship that adults in each of these countries have with lifelong education. Because we can only understand the adult’s relation with Lifelong Learning by previously analysing his social structure [adult education and training systems], firstly it will be presented the result of a documental analysis which compares adult education systems in Southern European countries [their history, educational contexts, public policies, promoters and adult learning modalities]. Subsequently, and through secondary analysis of data from the Adult Education Survey (2016), the relationship with lifelong learning in each of these countries, through participation and its main barriers, will be compared. These comparisons will allow improvement in the effectiveness by reaching the generalization of LLL in the so-called Southern European countries, allowing them to learn with each other’s, benchmarking good practices.

First Sociology of Education (SE) Conference was held in El Escorial (Madrid) back in 1990, bringing together a large group of teachers and researchers from many Spanish universities. These conferences have been followed by others over the last thirty-one years, either in the format of a Conference, or as a Meeting-Encounter of the Sociology of Education (SE) Research Committee within the triennial meetings of the Spanish Federation of Sociology (biennial from the Valencia Congress in 2019) or as International Conferences with SE Associations from Portugal (2015 in Lisbon and 2017 in Cordoba) and from Italy and France where teachers and researchers from other countries such as Brazil, Argentina, Chile, Mexico, etc. have also participated. Most of them come from Spanish, Portuguese, and Italian universities. Since 2015, the Spanish Federation of Sociology (FES) SE Research Committee (CISE-13) has been responsible for organising these open and international meetings, with a final meeting to be held online in October 2021. This article delves into the path followed, not only by pointing the meeting dates, resolutions and agreements and publications, but also by analysing the topics covered and some very relevant achievements for SE in Spain, such as the release of two impact journals, RASE in 2008 and RISE in 2012. 

This article compares the perspectives of Pierre Bourdieu and Luc Boltanski in the field of sociology of education. In order to do this, the analysis is based on Bourdieu’s concept of educational field, its relationship with other concepts, such as cultural capital or symbolic violence, and its implications in the social arena. Then, Boltanski’s proposal is presented, around concepts such as justification, criticism, agreement, city or spirit of capitalism, and in relation to the world of education. The comparison between both authors shows that, beyond the obvious differences between them (generally labeled as an opposition between «critical sociology» and «pragmatic sociology of critique»), both perspectives can complement each other to provide a more comprehensive vision of the educational field.

In recent decades, some schools have begun to offer computer science content knowledge to reduce the digital gap among the population. Many countries are debating whether to include programming content for the entire student population. However, there is little documentation on how schools are currently teaching computing, how they distribute this content among their students and what is the school contribution to narrowing the digital gap. In this case study of three technical schools in programming and applying central concepts of Bourdieu’s sociology, we recognize that in the distribution of school tasks, the schools contribute to reproduce some inequalities linked to digital capitals of origin and gender. Likewise, we identify that students lead struggles in programming schools to improve their positions in the social field of computing.

We present in this new number of RASE some of the works shared in the congress organized by the Associazione Italiana di Sociologia (AIS) and at the meeting of the Sociology of Education Research Committee of the Federation Española de Sociología (FES), both held in 2021.

La formación ofrecida al profesorado universitario suele ser escasa, voluntaria y muy orientada a los profesores noveles. Con la llegada de Covid-19 y el cambio repentino a la enseñanza en línea, la formación se convirtió en una necesidad urgente para los profesores. En este contexto, algunos profesores del Departamento de Sociología de la Universidad de Granada crearon un grupo de formación entre pares del profesorado para el aprendizaje colaborativo en métodos de enseñanza multimodal. Este artículo describe la iniciativa y analiza el impacto de la formación en los profesores participantes. Los autores utilizaron una estrategia de investigación de métodos mixtos con un enfoque secuencial. Los resultados indican que la dinámica de colaboración de la acción formativa contribuyó al bienestar general de los participantes, provocando una reducción de sus sentimientos de aislamiento, inseguridad y disminuyendo su percepción de que carecían de las habilidades necesarias para la nueva situación. Asimismo, se detectaron diferencias intergeneracionales en los efectos que la formación tuvo sobre los profesores más noveles y los más experimentados.

One of the underlying objectives of current university teaching is to try to connect it with the professional reality that graduates will later find in the labor market. In highly applied subjects, the existence of an official normative regulation becomes a key element for the success of any teaching proposal. In this context, the present research tries to study the effect of official regulations on an educational innovation proposal in Labor Sciences. To this end, a quantitative methodology is used through a survey by means of a standardized questionnaire to the students of the subject of Audit Techniques of 3rd year of the Degree in Labor Relations and Human Resources of the Faculty of Social Sciences of the University of Valencia, from the courses 2017-2018 to 2020-2021 (n=311) that evaluates different aspects related to their degree of satisfaction with the methodology, practices, contents and support materials, as well as with the perception about the projection of the subject in the professional sphere. The results obtained show the importance of the official regulation in the evaluation of the difficulties faced by the socio-labor audit, as well as the existence of an association between the variables of perception of the usefulness of the subject and as a good professional outlet with respect to the courses before or after the new regulation, so that the modification of the evaluations can be attributed to a large extent to this circumstance.

Maternity has historically been one of the leading causes of school dropout among women in higher education in Chile. University life places demands on female students who are mothers that often surpass their capacities and support networks. This study investigates the meanings associated with motherhood, with a focus on the facilitators and impediments of the university experience. Through a qualitative study 29 mother-students, from the three campuses of the Universidad XX were interviewed, and various elements associated with the three topics of the study were recognized. Among others, the results show that motherhood at university would be a complex experience, but also transformative, which promotes responsibility and motivation to finish studies. The obstacles more portrayed are lack of time and the lack of support. Some conclusions of the study show the need to strengthen institutional policies for accompanying University students.