Education and Territory in Spain. The Quasi-state of Education in Castilla y León Seen by the Actors

Abstract

The research work that we offer focuses on the relationships between education and the decentralization model through the quasi-states, taking as an example the good reciprocal functioning of both terms in the case of Castilla y León. The «good education» that characterizes Castilla y León according to both national and international competency assessment programs, aims to be analyzed and verified through various sources of pedagogical information. On the one hand, the literature from specialized reports and publications; on the other, oral sources through interviews with both social and educational actors. The methodological analysis, which we will give an account of in the text, leads us to three great perceptions. On the one hand, the reading that school actors make about the good or bad functioning of the «system» is not so much in the political dimension but in the pedagogical aspect (organizational, didactic, resources, etc.) (the day-to-day issues). On the other hand, the perception that social actors have of education is more «mediatic»; that is, the big issues, without going into the organization and functioning of the «system». Despite the good functioning of the Castilian-Leon educational model, there is considerable room for improvement, and this is how the actors perceive it, both in terms of teacher training and in organizational processes (internships) and, of course, in relation to the educational policies; the school pact as a tool to «depoliticize» the school.