Análisis comparado sobre los estudios universitarios de pedagogía en Alemania, Francia,Inglaterra y España

Laburpena

ABSTRACT The study of the pedagogical field is essential for the understanding of the training of the human capital of a country. The choice of the countries for this study (Germany, France and England) are perhaps the three most emblematic and paradigmatic countries in education within the western European context during the twentieth century and have been selected for this reason. In addition, Spain has also been included as a point of comparison. The term Bildung, a concept incorporated into the German neohumanism which was coined and developed by W. von Humboldt with rich and diverse meanings, had a special influence on western Pedagogy so its analysis and impact beyond the German borders is necessary. In relation to the theoretical corpus of the pedagogical discipline, it is important to keep in mind its unprecedented educational relevance, as well as its real influence on western pedagogy and Educational Sciences, from a historical perspective to the current twenty-firtst century. Of particular relevance is the analysis of this aspect and problem at the Higher Education level. Thus, it is interesting to study the evolution of university systems in the aforementioned countries, taking into account their tradition and development throughout history and up until the current era, where in light of the emergence of new social phenomena, particularly globalization and postmodernism, and significant impact they’ve had. The creation of the EHEA has had an unquestionable impact on all the countries studied, but at different levels, England being the least affected country. Likewise, it is necessary to analyse in general terms the suitability of the current institutional approach of the pedagogical training models which are framed in the Bologna Process and the EHEA, questioning in turn the metamorphosis promised by the reform. In order to guarantee the research is approachable, two emblematic university institutions of each country have been studied, one on site and one at a distance, the latter being the one which promises to be extended as the future predominant educational modality. In order to carry this out effectively, we opt for using the comparative methodology, typical of the Comparative Education discipline. The results show that these studies are present in all the countries studied; there are two trends in the denominations of the first cycle degrees, one centralized (France, England and Spain) and another heterogeneous (Germany); in France and England the contents of the first cycle degrees have a more general and theoretical nature, whereas in Germany and Spain a balance is stricken between theory and practice; in the second cycle in France and Spain a distinction is made between professional and research degrees; in the third cycle degrees have a research nature with the exception of England, which also offers a professional doctoral degree. In conclusion, it is worth mentioning that it has not yet been possible to outline a Europeanized vision in the conception of Pedagogy as a university and independent discipline.