**2. Approach to the concept of axiology**

in this educational process, students, starts from a symbolic universe acquired in the world of the life of these centers of formation. This symbolic universe is a set of schemes of interpretation and meaning that are socially institutionalized and recognized by each participant; to be internalized determines the visions of the world of each social subject, their orientation in the

In order to arrive at the identification of the axiology that orient and enrich the world of senses of the students in the confessional formation, the investigation started with discursive data provided by youths of the 9th and 11th grade, during the year 2014. The students belonged to three schools who share the Catholic faith but who belong to different orders or congregations. The oral discourses were obtained from the use of an ethnographic methodology for the collection of statements. The research used semi-structured interview techniques and focus groups. The choice of these techniques was based on the principle that say oral discourses obtained with this process, without doubt, manifest forms of life and systems of values of the participants. Also, it shows a series of sanctions one-self and others that let evaluating intersubjective relations they have with others and with the environment. These were built during a period that ranges from 4 to 12 years of experience in these educational institutions by the case of the informants. The subsequent analysis of this data started from theories and pedagogical proposals from different authors such as Mélich in his book "Del extraño al cómplice" [1], Botero with his work "La formación de valores en la historia de la educación colombiana" [2] and semiotic proposals that involve education like as is the case of Cárdenas in "Hacia una semiótica de la educación" [3], Hamón in "Texto e ideología: para una poética de la norma"

The analysis of the information collected led to the recognition of a series of recurrences about the concepts of formal education and Catholic school. That allowed the researcher to identify a series of axiologies present in the formation of these young people and undoubtedly it is influencing their being, thinking, feelings, their coexistence and even their actions inside and outside the educational classrooms. In other words, this is a guide of this religious model. The general result generated a comprehensive report that touches on several constituent points of the field of education and of the senses that the young are building around current educational actions in specific groups in charge of training in a small territory of Colombia, as it is Bucaramanga. The resulted topics analyzed the concept of teaching, acquired skills, objectives, and identity in the process of learning and teaching in these institutions; their teachers and the pedagogical discourses that they used to guide their practices; and the educational institution, its methods, and curricular and extracurricular actions up to the impact of the training on the life of the interviewees. With the above, it was possible to constitute a general and reflective view of the theory about the circulation of meanings that converges in some axiologies proper to an educational model that in Colombia is generating tensions between public education and private education, secular education in comparison with the religious education, and dynamics for the construction of an identity as learners that belong to a culture loaded with sacred

The research proposes that the results of the analysis of religious educational practices, shared in this chapter, be looked at starting from an effort to construct a general theory of the ways of

context, and finally condition of their actions in everyday life.

174 New Pedagogical Challenges in the 21st Century - Contributions of Research in Education

[4], and Bourdieu with "Cultural capital, school and social space" [5].

ideology.

From different disciplines, the term axiology with the constant convergent around a theory of the systems of moral, logical, and esthetic values has been considered. Therefore, we will not try to retake a reflection around research, studies, current state, or main exponents from the various areas that contribute to the concept; we will return only the relation of the term in the semiotic perspective since it was the basis for the analysis of the discourse of the students. In this way, we must start with the Greimasian conception of the Paris School which rises "the name of axiology to the paradigmatic mode of existence of values … it can be considered that every semantic category is susceptible to be axiologized, due to the thymic category euphoria/dysphoria" [6].

From the above, it can be affirmed that all discourse presents a series of modalizations that contain information about the subject that is enunciating and of the subjects that are enunciated; that is to say, they allow glimpsing what the subject thinks and believes, the judgments of value, and the values that guide their being, doing, thinking, and feeling. These structures comprise systems of values belonging to deep levels of analysis in the semiotics; these are the main constituents of the ideologies and consequently of the stereotypes assumed by different social, religious, or cultural groups. So, it is suggested that "once someone assumes an option on the valuation of a semantic content (a term, such as: life, death, masculine, feminine, wealth, poverty, etc.), have an axiological structure to an ideological structure" [7]. These positions are those that the student formed in the confessional way allows seeing in his discourse around the education that receives and that is the object was the object of study of this investigation.
