8 June 2007

The Spanish Second Republic and the Francoist Regime use the education as an instrument of socialization and political legitimacy but with different results. If we can talk of a certain failure —or precarious success— of the socialization of the values of the re-formist Republic (1931-1936), about revolutionary Republic (1936-1939) we have to predicate its supported success in a uniform policy favorated by the policy consensus which the first didn’t have and by the absence of the declarated enemies of the regime of which this was plenty off. The Francoism, by its way, manages to be in the power du-ring forty years not only for an effective repression but because of its adaptation’s capa-city to the different situations which they are going through, and in function of the ones it’s covering in different ways of legitimacy (charismatic, traditional, of origin, rational and of exercise), processes in which the education plays a fundamental role.

2 March 2007

Research into labour related socialization reveals the transition from school education to the world of work to be a process in which an important role is played by socio-educational contexts, experiences, etc. However, not enough work has been done on the «children´s collective» for us to be able to analyse the role that is played by age, gender or type of schooling in their professional expectations.

The generic objective of this article is to discover the favourite professions of children with regard to the process of labour related socialization. The design of the investigation is nonexperimental, descriptive, and responds to the strategy of gathering quantitative information of a transversal nature. Research was carried out using a representative sample of 12.300 Spanish schoolchildren (6-11 year olds). The results indicate that there are significant differences in their professional expectations depending on sex, age, habitat and the type of schooling.

31 December 2006

The article introduces the content of this monographic. First, it analizes the main perspectives to study the topic of human being-environment relations; secondly, it describes the elements of architectonic objects and their relationship with socialization and education. Third, it proposes the educational utility of observing the whole environment with all their objects. And lastly, it presents the rest of articles included in the monographic.


Key words: architecture, human being-environment relations, education, socialization

28 February 2006

This article deals with the study of personal and social education in the textbooks related with the knowing of the social context, the environment and the technology in the primary school. The contents of eighteen textbooks have been analyzed and classified in three main groups: l) the self (self-consciousness and autonomy 2) the self and social context (knowledge of social groups -family, school, friends, professional groups, local community, the media-, and interpersonal values -responsibility, participation, social skills and diversity-), 3) human being and environment. These contents have been used as categories of analysis in order to know the frequency of use in the textbooks. The results show that the presence of contents related with personal and social education in the textbooks is quite variable. The description of social groups is very high in comparison with the low presence of personal and interpersonal values.


Key words: Textbooks, Socialization, Personal-social skills, Personal-social values, Primary school.