EDUCATIONAL SOCIOLOGY

Author: BERGA TIMONEDA ANNA.
Year: 2004.
University: AUTÓNOMA DE BARCELONA [www.uab.es].
Place of defense: FACULTAD DE CIENCIAS POLÍTICAS Y SOCIOLOGÍA.
Place of preparation: ESCUELA DE POSTGRADO.

Summary: This dissertation portion of interest to analyze, from a gender perspective, what has been described as a process of social risk in adolescence. The main objective of the work is the analysis of the differences in trayectorais and forms of expression for boys and girls at risk and social vulnerability. The first part of the paper presents the construction of model teórico-analítico which is structured in three levels: structures, cultures and biographies, from different theoretical references (from the British cultural studies, sociology of pierre bourdieu or phenomenology of berger i luckmann, among others). The second third of the work I are at the core of the thesis, where they presented the results of empirical work done, and that presents a twofold level of analysis combining biographical perspective and look ethnographic. On the one hand the realization of life stories to five cases of teen and young people living in situations of social risk, also interviewed by the technique of triangulation, the most significant of their environment. Similarly, the analysis of which is described as "microculturas female antiacadémicas" to describe the peculiarity of the forms of transgression in adolescence, from trabaoj ethnographic in the context of a secondary school. Moreover, the analysis of teen motherhood as a strategy to women seeking a chance for social inclusion at the time of the transition to adulthood. The work ends with a conclusion by way of recapitulation theory, where it highlights the major findings of the investigation in the light of the analytical model presented in the first part.

Author: PAZ ABRIL DESIDERIO DE.
Year: 2004.
University: AUTÓNOMA DE BARCELONA [www.uab.es].
Place of defense: FACULTAT DE CIÈNCIES POLÒTIQUES I DE SOCIOLOGIA.
Place of preparation: ESCUELA DE POSTGRADO.

Summary: This ethnography we asked about what was taught and learned in school. On the basis of the question was not interest in whether or not it met some programs, explaining the objectives, content expressed, but the kind of school experiences and learning opportunities, the actual curriculum. The interest of the question, then, is focused on: What  identities helps shape school, which helps build citizens according to the learning contexts that provides educational intervention? We therefore had to look at the size of socializadora school, get to socializing factor of schooling. In this context the contribution of this research. It focuses on intuition which part: Considering that the forms of experience that are the school curriculum as a socializing process is not always uniform, or follow a single code, or pursue the same goals. That is, has tried to show that the ways how we experience life in schools generate forms typical of differentiated action involving different approaches to knowledge school, different ways to approach the job of teachers and students, about what it means to participate , holding different conceptions about the goals and educational values. Ultimately, these forms typical performance differentiated contain different understandings about the school. Thus, we set out to identify school practices as models socializadores distinct contexts, which are taking place at a specific school.