L’educació en l’era postmoderna. Una aproximació a la sociologia de l’educació per l’autonomia i la democràcia

Abstract

(cat) Aquest Treball de Final de Grau proposa fer un estudi sobre les diferents aproximacions a la sociologia de l’educació a fi d’identificar aquelles que millor responguin al nou context de modernitat, també anomenat modernitat líquida o reflexiva. El treball inicia amb una contextualització de la nova era moderna per seguir fent una reflexió sobre l’obsolescència dels mètodes educatius de l’època industrial. Des del treball i en base a l’anàlisi de literatura científica, es proposen nous models escolars basats en l’autonomia i els valors democràtics, els quals fonamentaran la proposta amb què culmina el projecte, d’un esquema classificatori de les institucions educatives segons el grau d’empoderament individual i social.

(eng) This Final Thesis is a study on the different approaches on sociology of education, with the aim to identify the educational methods that better respond to the new context of modernity, also named after liquid or reflexive modernity. The objective of this thesis is to provide an educational approach that overcomes the industrial modernity standards and contributes to prepare individuals for the new modern context. The thesis starts with a contextualization of this modernity (in what consists of, changes and challenges) and follows with a reflection on the obsolescence of the educational methods of the industrial era: a critic is set on those industrial methods that train individuals so that they behave and act identically and tend to reproduce the same culture and patterns of behaviour that old generations. In order to overcome these models, new educative methods are proposed based on empowering autonomy, critical thinking, self-realization and democratic values like participating in decision-making processes that both involve teachers and students. Finally, based on this last literature review on critical sociology, a diagram on the sociological impact of the different theoretical approaches on education is proposed so that it classifies educational institutions according to the individual and social empowerment they generate to students. The diagram suggests that democratic schools are placed in the extreme where, individually, individuals are agent subjects, independent, autonomous, self-actualized and with high self-esteem and, socially, they are cooperative and solidary citizens with empathy towards their partners.