In this paper we are presenting the last stage of a longitudinal study which involved different kind of workers in Work Integration Social Enterprises in Spain, and the training they have followed in order to achieve enough autonomy and self-independence both at personal and professional levels. As we said in ECER Berlin 2011, our main motivation is to produce an analysis of the pedagogical relation of in-company training processes, from the theoretical background of Basil Bernstein combining it with Michael Eraut’s theory.
We find that when it comes to the transmission of valuable knowledge (a transmission that seeks the ‘movement’ of dependent living to autonomous one) emphasis should be put in how we transmit the valuable knowledge instead on what it is transmitted. In order to do so, Basil Bernstein’s discursive rules appears to be very useful. They not only give us a feedback on the evolution of the acquirer, but they show fundamental information about who is the transmitter performing transmission. Discursive rules of Bernstein’s theory give us the basis of research while we employ Eraut’s typology of learning trajectories (that Eraut has developed in 2004, 2005, 2007, and 2009) in the shape of discourses. If Bernstein is suitable to understand the mechanics of learning and teaching processes (or in his terms the grammar of the pedagogical communication), we find that in such a specific context as the described by the WISE in Spain, Michael Eraut’s trajectories of learning (at least the 5 of the 8 that we choose) allows us to understand where to look at. If we compare it to School System, we could say that, somehow, learning trajectories are similar to school subjects.
The context of our research is the WISE (Work Integration Social Enterprise), a particular kind of Enterprise with a double purpose. From one side, they are meant to produce, as any other Enterprise, but on the other hand they are meant to integrate, as workers, different persons from vulnerable collectives (integration workers). In this kind of Social enterprise, we can find different kinds of educational workers, besides the integration workers. The pedagogical relation that is built between the companion worker and the integration worker in this context is a privileged place to see how pedagogical relations can be used to fostering employability among those more vulnerable in our societies in a relative short time.
These Enterprises have three years in order to achieve their goals, this is, to train the Integration Workers so they turn to be able, if training turns out succesfull, to search for their fortune in the labour market. This expectation address to the very core of our research: since they began in a WISE we have been following the steps of two female integration workers and we are seeking how they are learning to labour in the enterprise, and, as we said before, we have followed them to the very end of their training.

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