Superior Normal School in Living Languages 'Ernesto A.

Bavio'

PLANNING

Initial Education Teaching Degree. School year: 2011

Subject: Sociology of Education

Course/division: 3rd

Professor: Gustavo José Costantino.

Foundation:

The early theories of education demonstrate the importance of it as

space for the learning of norms and social values, on which it is based
society, and this has its explanation in the critical context of societies
industrial, where sociologists thought of school as the best strategy to
unify moral values. Formal education became, over time, in the
institution with the greatest structuring power, and although it does not ensure social mobility, the

possibility. This has been another of the possibilities that education presents to the
society of the 20th century, at the full consolidation of the welfare state. This last
perspective allows sociology to explain the origin of social inequalities and the
mechanisms by which they are constituted and legitimized.
This brief review supports the purpose of the subject, which is to introduce us to the
multiple visions of education, which were shaped from the beginning of the
sociology of education up to the present. The knowledge of the theories most
relevant from the last decades allows us to understand the contexts and positions that
they configured the idea of education.
These approaches focused attention on various aspects of sociocultural reality.
that traverse the educational field. In this sense, we can think about the relationships

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between education and the social, cultural context, the economic and political model,
education and social interaction, to give some examples. The analysis of these
paradigms help to create a relational vision, and thus to complicate the
education in the context of the 21st century, shaped by new global scenarios and
global and national crises, ranging from the political, the economic, and the sociocultural,
among other aspects. It also allows us to think about the discussion on the role of
subject and structure in the field of education theory.

General Objectives:
That the students achieve:

Understand the object of study of the Sociology of Education.

Recognize the main currents of sociological theory.
Evaluate the contribution of Sociology of Education to social problems
educational of the 21st century.

Specific Objectives:
That the students achieve:

Know the various theoretical currents and their ways of approaching realities
educational.
Analyze the historical contexts in which these theories were developed to
understand the development of ideas and the topics of interest of each current.
Getting started with the methodology of sociological research.
Develop the ability to study and detect the central concepts of the
suggested readings.

Conceptual Contents:

UNIT 1

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The paradigms in the theory of education.
The notion of paradigm. Sociological theory, its historical development. The paradigms.
relevant aspects of sociology and their impact on education. Sociology and education,
the sociological perspective in education. Objectives of education theory: The
processes of knowledge transmission and their relevance for the structuring of the
social relationships.

UNIT 2
The functionalist current in Educational Theory.
Durkheim and the concept of function. The role of institutions. The analogy with the
human body and society. Its contributions to the sociology of education. Durkheim and
the beginnings of the sociology of education. Its contribution to educational theory. The
break with the hegemonic thought of the time. The economic changes and
social issues and their impact on the educational institution. The approaches to education and their

relationship with the needs of society. The education system as a trainer of the
moral social. Education as a social fact. Education as a determinant in the
development of human nature.
Talcot Parsons. The educational revolution. Equality of opportunities and difference of
achievements. Educational credentials, the difference in achievement, and moral learning. The
school and its dual role: organ of socialization and organ of resource distribution.
The school as a break from the family worldview. The school as a criterion.
of performance.
The human capital theory: productivity in education. The role of education
in the face of technological change and the need for specialists.

UNIT 3
Marxist and neo-Marxist approaches
Karl Marx and historical materialism. The relations of production and their impact on
the productive forces. Structure and Superstructure. Education as a factor
ideological.
Education as a functional factor for the ruling classes. The articulation between
education and work. Economic production as a central aspect of the theory

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Marxist. Work as the real element of human life. The relationship between
teaching and production. The centrality of the State in education.
The theory of reproduction. The school and its contribution to the reproduction of the
social hierarchies. Their coincidences with functionalism. Their differences with
Marxism: the school reproduces social injustices. The social acceptance of the place
that the dominant classes occupy favoring the dominant groups.
The role of the school in instilling capitalist values.
Althusser and the conditions of production. The ideological apparatuses of the State.
The Frankfurt School and its rereading of Marx's work. Critical theory.

UNIT 4
The sociology of Max Weber and his followers:
Weber: culture and power. The State as organizer of culture. The structures of
domination as a model of the exercise of power. Educational institutions and their
forms of domination.
Randall Collins: The Credentialist Theory. Education as a Fundamental Mechanism
for the differentiation of social groups. The preparation for purposes and cultivation of
ways of life and cultural styles.

UNIT 5
The sociology of education in the eighties:
Michael Young and the 'new sociology of education'. The influence of the 'Paradigm
Interpretative in the sociology of education.
Symbolic interactionism. Phenomenological sociology and ethnomethodology.

UNIT 6
The current scenario: New orientations towards social reality.
The information society. The relationship between education and employment.
Educational policies. Attention to differences

Attitudinal Contents:

Development of the ability to conceive and develop one's own thoughts.

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 Desire to generate strategies in the search for information.
Appreciation for the diversity of perspectives and positions.

Stimulus in the development of one's own thoughts.

Development of a critical and reflective attitude in the study of currents
theoretical.
Valuation of intellectual work in the construction of one's own ideas.
Development of the ability to observe and analyze problems
contemporary.

Procedural Contents:
Critical reading and interpretation of the bibliography.

Comparative work of theories.

Selection of relevant problematic situations for analysis.
Development of conceptual syntheses.
Exercise in explaining the various philosophical currents.

Evaluation Modality:
According to Resolution No. 1066/09 C:G:E, the evaluation modalities are:

Students must attend 70% of classes to maintain their status.

regular student.
Approval of a partial exam per quarter, with a grade not lower than 6 (six).
Approval of a final exam, with a grade not lower than 6 (six).

Evaluation Criterion:
Management of the bibliography, the application and relationship of concepts.

Group work and class participation.

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 Clarity in the presentation of the main topics of the subject.

activities
Group reading of bibliography to encourage analysis and debate of ideas.
•Works with journalistic material on current events where theories
sociological aspects are reflected.
•Design of conceptual frameworks, working with questionnaires and guides.

Group work in class on topics of social interest.

Bibliography
BONALD, XAVIER. Sociology of Education. A critical approach to the
contemporary currents. Paidós Editorial. Buenos Aires. 1998.
BOURDIEU, P. Cultural Capital, school and social space. Siglo XXI Editors.
Mexico. 1997.
Practical Reason
BOURDIEU, PIERRE and PASSERON, JEAN-CLAUDE. The Reproduction. Fontamara.
Mexico.1995.
COULON, ALAIN. Ethnomethodology and education. Paidós. 1995
GIROUX HENRY. Theory and resistance in education. A pedagogy for the
opposition. Editorial Century XXI.
CLASSICAL SOCIOLOGICAL THEORY
RITZER, GEORGE. Contemporary Sociological Theory. McGraw Hill. 2001.
SANTO TOMÉ TORRES, JUAN. The Hidden Curriculum. Morata Editions. Madrid.
1998
WILLIS, PAUL. Learning to work, or how working-class kids obtain
working class jobs. Akal. Madrid. 1983.

Supplementary Bibliography
BOURDIEU, P., Sociology and Culture, Mexico, Grijalbo, 1990.

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GIDDENS, A. The new rules of the sociological method. Positive critique of the
Comprehensive Sociologies. Amorrortu Editores, Buenos Aires, 1997. Introduction.
DURKHEIM, Emile, The Rules of Sociological Method and Other Writings on Philosophy
from the social sciences, Madrid, Alianza, 1988.
GARCÍA CANCLINI, N., "Introduction. The sociology of culture of Pierre"
Bourdieu, in BOURDIEU, Pierre, Sociology and Culture, Mexico, Grijalbo, 1990.
LUCCHINI, C; SIFFREDI, L, LABIAGUERRE, J. The spatiotemporal imprint in the
classic social analysis. Buenos Aires. Biblos. 2000.
LUKES, S. Emile Durkheim. His Life and His Work, Madrid, Siglo XXI, 1984.
MARX, C. Introduction to the Critique of Political Economy. Ateneo Publishing. Buenos
Aires. 1986.
Marx, C. Marx, Carlos. Theses on Feuerbach. Selected Works in 3 Volumes.
Editorial Progreso, Moscow, 1974.
MARX, C. Marx, Carlos
SCHÜTZ, A., Studies on social theory, Buenos Aires, Amorrortu, 1974.
WEBER, Max, Economy and Society. Outline of Comprehensive Sociology, Mexico,
Economic Culture Fund, 1969.
The Politician and the Scientist
ZEITLIN, I. Ideology and Sociological Theory. Aumurru Editores. Buenos Aires. 1995.