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.
Bourdieu, P. (2004). The forms of capital. In Ball, S. J. (Ed.). The RoutledgeFlamer Reader in Sociology Education, (Chap.1, 15-29). London:Routledge. Bourdieu, P. (2010). Capital cultural, escuela y espacio social. (6ªed.). (I. Jiménez, Trad.). Buenos aires, Argentina: siglo veintiumo Editores (Obra original publicada em 1997). Bourdieu, P.(1989). La illusion biográfica. Historia y Fuente Oral. Memoria y Biografía,(2), 27-33. Bourdieu, Pierre. (1993c). La démission de L’État In Bourdieu, P.(org). La misère du Monde. Paris: Éditions du Seuil. Brunello, G. (2004). Labour Market Institutions and the complementarity between Education and Training in Europe. In D. Checchi, C. Lucifora. (Ed.). Education, Training and Labour Market outcomes in Europe.New York: Palgrave McMillan Byrne, B.M. (1998). Structural Equation Modeling with Lisrel, Prelis and Simplis: Basic Concepts, Applications and Programming. Mahwah. New Jersey: Lawrence Erlbaum Associates. Dale, R. (1989). The state and education policy. Buckingham, London: Open University Press. Dale, R. (2004). Globalização e Educação:demonstrando a existência de uma cultura educacional mundial comum ou localizando uma agenda globalmente estruturada para a educação?, Educaçao e Sociedade. 25, (87), 423-460. Dale, R.(1994). A Promoção do mercado educacional e a polarização da educação. Educação, Sociedade e Culturas, 2, 109-139. Nilsson, A. (2007). Están las actuales estratégias nacionales de formación profesional en processo de convergência o de divergência? Revista europea profesional, 41, 168-181 OECD. (2010). Pisa 2009 Results: Overcaming social background (II). Paris: OECD OECD. (2012). Clonsing the gender Gap. Paris: OECD Silva, C. (2012). Capital Económico e Capital Cultural. Ciclos Formativos Profissionais em Barcelona. In XVI Conferencia de Sociología de la Educación. La educación en la sociedad global e informacional. 12 e 13 Jul.2012. Oviedo Silva, C. (2012). The Cycles of Vocational Training in the region of Barcelona. Procedia - Social and Behavioral Sciences, (69), 1931 – 1937 Silva, C.(2013). Does Education Matter? A Regression and Factorial Analysis between Work and Education. In William Grossman E. (Ed.). Labor Markets: Policies, Challenges and the Role of Globalization. Nova York: Nova Publishers Singh, P. (1997). Review Essay: Basil Bernstein (1996). Pedagogy, symbolic control and identity. British Journal of Sociology of Education, 18(1), pp.119-124. Stiglitz, J. (2002). El mal estar de la globalització.Barcelona: Empúries,SL. Stoer. S. (2002). Educação e globalização: entre regulação e emancipação. Revista critica de ciências sociais, 63, 33-45. Teodoro, A. (2008). Novos modos de regulação transnacional de políticas educativas. Evidências e possibilidades. In A. Teodoro. Tempos e andamentos nas políticas de educação. Estudos ibero-americanos, (19-38). Brasilia: Liber Livro Editora.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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