Abstract
Spain has a model of territorial decentralization, agreed and legitimized from the 1978 Constitution, implemented in the eighties and part of the nineties of the last century by the Socialist Party. A model combines linguistic and cultural identities with administrative and geographical criteria that are specified in the 17 Autonomous Communities. In educational terms, these
Highlights
The purpose of this study is to delve into the social and pedagogical imaginaries of a good education
As regards the bases of “good education”, for some teachers it is about “historical, cultural and social reasons” (T4, EC8), which are related to the social mindset, university fabric, political stability, country-to-city migration and pedagogical reasons
An initial remark is concerned with the interviewees’ conformism: a large number of them decide to choose one of the options provided by the interviewer to answer these questions on the reasons for good education
Summary
The purpose of this study is to delve into the social and pedagogical imaginaries of a good education. Our approach is based on semi-structured interviews conducted at the interviewees’ workplaces until the pandemic made it unfeasible to continue with this form of collecting information, having to complete the study through interviews sent to the participants via telematic channels. Such actors consisted of centers’ management boards, teachers, pre-university students, parents, and other social actors such as unskilled workers, entrepreneurs, writers, trade employees, etc. The purpose was to try to understand and explain the perceived reasons in relation to good education.
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