We intend to discuss how the social relations of production were changing the concept of work and how the dialectic education and work was built under the influence of transnational policies. The relevance of cultural capital and the higher education system studied seems to indicate that the social structure of a country and its intergenerational relations depend on the historical course and its implication with the world capitalist system.

Consistent with this concern, we show that young people in higher education seem to be more motivated and have professions that allow them to achieve greater economic capital. We also note that the young graduates in the middle graduation cycle have a low socioeconomic profile and are oriented to the labor market and not to the continuity of their studies. The prestige reached by the cycles of formation of higher degree seems to predispose to a symbolic violence in the maintenance of a high cultural and social capital, to which Bourdieu refers us. In the two countries analyzed, the situation of the social representation of education and education and their social inequalities is due to many factors, namely History and in the case of Portugal to a New State inheritance, which left us a legacy of Dependence on central power. We have a distinct feature in this social representation, and this acceptance of inequality and diminishing distance from central power will only diminish through an increase in the country's wealth and the education of its population. The whole game of power relations promotes, within education, a distance and proximity to the positions of power, in which social, cultural and economic capital is contextualized and reproduced.

The global changes that have affected education as a whole and driven curricular changes, under an education ideal mobilized by a political mandate, are accompanied by the State's lack of responsibility towards education, closer to a business context, under a neoliberalist logic Which has been felt in the educational field. In this chapter, we discuss how the aim of the Lisbon Treaty was to reflect on a regulatory ideal in which national policies are influenced and organized and that education and training are linked to a transition from a knowledge-based economy. We have thus clarified that the Copenhagen speech is part of a broad discourse on the European Union, in which the role of vocational training is seen as a fundamental part of world competence. The European Union considers education as a strategy for the production of human capital. Teaching plays a central role in the development of an active society capable of controlling the social, economic, technological and cultural changes facing the challenges of an increasingly globalized society. We can argue that the imperative of social justice has become more real with the masses' access to education and requires the passage of a logic centered on the transmission of knowledge, to a new, emancipatory logic that replaces the mere transmission of knowledge for a Process of building knowledge and skills, modeling a new concept of work.

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