Estudio de la práctica pedagógica en garantía social.

by NAVAS SAURIN, ALMUDENA ADELAIDA

ABSTRACT This thesis three parts are relatively independent from each other. They are three autonomous pieces. Nevertheless, the thesis is a consistent whole, each part is closely involved into the other two and it is BASIL BERNSTEINS theory that contributes to these interconnections to study the social guarantee schemes. In the first part I try to establish what I have found most relevant of the theory of BASIL BERNSTEIN on educational research. The second part focuses in the upper section of the model of pedagogic discourse: the production of the pedagogic discourse. In this part, I analyze and describe important aspects to research the production of the official pedagogic discourse of the social guarantee schemes. In a particular manner, the field of symbolic control, the field of production, the international field and the state generate a series of texts that may be analyzed in order to discover in all of them the dominant principles of society as well as the type of pedagogic practice that they establish between the state most important agency, the department of education, and the teachers of the schemes. In order to analyze them, i have developed an external language of description arising from the internal language of description that the theory of BERNSTEIN provides me with. This external language of description is one of the main outcomes of this thesis, and it allows me to describe the space of relative autonomy of teachers in the schemes in order to be able to say something about the pedagogic practice that is performed in the institutions, something that will be shown in part III of the work. The third part focuses on the lower section of the model, the (re)production of the pedagogic discourse of the Social Guarantee Schemes. Here i analyze and describe the pedagogic practice of three institutions that develop schemes in the valencian region. Again, I have produced an external language of description taking as the basis BERNSTEIN theory in order to describe the relations between subjects of the pedagogic practice and the relations between the types of the main academic content of the schemes.