**4. The journey in the analysis and understanding of the object of study**

The identification of the axiologies present in the concepts of formal education and school in students of private Catholic schools in the metropolitan area of Bucaramanga (Colombia) used a qualitative-interpretative approach that allowed the analysis of the world of the life of these colleges from the recognition of beliefs, prejudices, feelings, and mentalities of human groups (students) immersed in the educational system. The object of study was taken as a phenomenon that requires a rigorous analysis to understand the human reality, the cultural environments, and the diverse forms of social interaction that emerge in this institute. From the research approach, the type was ethnographic research to compile the corpus, and semiotics is taken up to identify, interpret, and understand the values that govern the educational model studied. These types of research allowed discovering, identifying, and describing cultural self-descriptions built on specific practices from proprioceptive vision (interoceptive and exteroceptive) of informants.

identification of the product of significant practices [14]. This possesses a cultural heritage in which the enunciation represents, orally, what the pupil is experienced, the symbolic universe of the individuals constructed in the practices and interaction. He himself is able to enunciate by the experiential knowledge with which he counts. In this way, it is investigated in the imaginary impregnated with experiences, in particular, forms of life where it is manifested how the learners perceive their surroundings in the educational process and in the daily school life. The questionnaires used, in the different techniques, had defined three broad categories. The first category denominated as individual representations, the next category is representations in interaction, and the last category is representations with the world. Thus, the study explores from the introspective subject to the subject in relation to the world. Some questions used were:

Education in Confessional Schools According to the Speech of his Students

http://dx.doi.org/10.5772/intechopen.72497

179

• Do you think that reflects in the classrooms and outside of them, the training that the

The answers to these questions and others will be discussed in some sections of this document. With the obtained record and of the variety of definitions, experiences, and perceptions contributed by the students through the techniques of data collection, we proceeded to the isotopic analysis of the statements and to their respective rigorous study from the methodological proposal of the semiotics of Paris, the generative-interpretative route [6]. With this method the search began for dominant and concurrent features in the statements that made it possible to generalize categories of analysis capable of constructing a metalanguage, defining ideologies, and finally reaching the deepest level of semiotic study, axiologies, that is, the shedding of values, principles, and knowledge, in other words, the educational culture present in the participating Catholic schools. For the moment in this title, we can say that the first results obtained showed without a doubt, the interviewed get a confessional formation according to religious criteria, but with specific requirements of each community; besides this, the isotopies of the discourses allowed to observe a common formation objective: "the

• What is the role of teachers in your school? And what is the role of the directives?

• What happens when someone does not follow the rules or guidelines?

catholic identity" and of values in constant tension with the values of the world.

**5. Education and the Catholic school from the perspective of its** 

Systems of values belong to the deep levels of semiotic analysis. For this reason these are the main constituents of ideologies. From the current theories of discourse analysis, the existence of two basic components in these ideologies is considered. In this measure, you have in the first place the cognitive aspect that impregnates basic principles of social knowledge, judgment,

• What have you learned at school?

• What is the purpose of training in this institution?

school has given?

**students**

Of the total population of 26 schools in the area, the study counted on the participation of 3 institutions belonging to the same religious faith, but each 1 is part of different Catholic religious communities. Of the participating institutions, one belongs to the diocesans, who could be considered the main branch of the church; it is made up exclusively of priests who direct their life around of Christ as their founder. The population participating in this institution was exclusively male. The other participating school comes from the male order of the mendicants to which the Dominicans, the Franciscan Order of Friars Minor, the Conventual Minors, the Capuchins, the Third Regular Franciscan Order, the Augustinian Hermits, the Order of Augustinian Recollects, the Barefoot Augustinians, the Carmelites, the Barefoot Carmelites, the Trinitarians, the Mercedarians, Mary's servants, and the Order of the Brothers of Our Lady of Bethlehem belong [13]. For the year in which the interviews were collected, at the end of 2014, the school had only a female population in the last years of schooling and a mixed system up to the eighth grade. However, the population participating, in this institution, was of women and men alike. Finally, there is the school run by the Dominican order and by election of the schools which only have women informants.

The analysis of dates began with the compilation of oral discourses through individual interviews and focus groups in students of grades 9, 10, and 11, around the concepts of education, school, learning, teaching, skills, and customs; the speeches included experiences of the young during the preparation they received and are receiving up to the time the moment of obtaining the data. This population sample is selected at random and for convenience under the criterion of having been in the denominational educational institution for more than 4 years. Hence, 70% of the participants have been part of the educational community since the first years of schooling, that is, they have been students of these schools for approximately 10–12 years. The remaining 30% of informants have studied for 4 or 5 years in these schools, and 30% of remaining informants studied for 4 or 5 years in these schools, that is, high school.

From the speeches obtained, through semi-structured and individual interviews and focus groups, it was possible to configure the semiotic level of texts-statements that correspond to the identification of the product of significant practices [14]. This possesses a cultural heritage in which the enunciation represents, orally, what the pupil is experienced, the symbolic universe of the individuals constructed in the practices and interaction. He himself is able to enunciate by the experiential knowledge with which he counts. In this way, it is investigated in the imaginary impregnated with experiences, in particular, forms of life where it is manifested how the learners perceive their surroundings in the educational process and in the daily school life. The questionnaires used, in the different techniques, had defined three broad categories. The first category denominated as individual representations, the next category is representations in interaction, and the last category is representations with the world. Thus, the study explores from the introspective subject to the subject in relation to the world. Some questions used were:

• What have you learned at school?

**4. The journey in the analysis and understanding of the object of** 

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

The identification of the axiologies present in the concepts of formal education and school in students of private Catholic schools in the metropolitan area of Bucaramanga (Colombia) used a qualitative-interpretative approach that allowed the analysis of the world of the life of these colleges from the recognition of beliefs, prejudices, feelings, and mentalities of human groups (students) immersed in the educational system. The object of study was taken as a phenomenon that requires a rigorous analysis to understand the human reality, the cultural environments, and the diverse forms of social interaction that emerge in this institute. From the research approach, the type was ethnographic research to compile the corpus, and semiotics is taken up to identify, interpret, and understand the values that govern the educational model studied. These types of research allowed discovering, identifying, and describing cultural self-descriptions built on specific practices from proprioceptive vision (interoceptive

Of the total population of 26 schools in the area, the study counted on the participation of 3 institutions belonging to the same religious faith, but each 1 is part of different Catholic religious communities. Of the participating institutions, one belongs to the diocesans, who could be considered the main branch of the church; it is made up exclusively of priests who direct their life around of Christ as their founder. The population participating in this institution was exclusively male. The other participating school comes from the male order of the mendicants to which the Dominicans, the Franciscan Order of Friars Minor, the Conventual Minors, the Capuchins, the Third Regular Franciscan Order, the Augustinian Hermits, the Order of Augustinian Recollects, the Barefoot Augustinians, the Carmelites, the Barefoot Carmelites, the Trinitarians, the Mercedarians, Mary's servants, and the Order of the Brothers of Our Lady of Bethlehem belong [13]. For the year in which the interviews were collected, at the end of 2014, the school had only a female population in the last years of schooling and a mixed system up to the eighth grade. However, the population participating, in this institution, was of women and men alike. Finally, there is the school run by the Dominican order and by elec-

The analysis of dates began with the compilation of oral discourses through individual interviews and focus groups in students of grades 9, 10, and 11, around the concepts of education, school, learning, teaching, skills, and customs; the speeches included experiences of the young during the preparation they received and are receiving up to the time the moment of obtaining the data. This population sample is selected at random and for convenience under the criterion of having been in the denominational educational institution for more than 4 years. Hence, 70% of the participants have been part of the educational community since the first years of schooling, that is, they have been students of these schools for approximately 10–12 years. The remaining 30% of informants have studied for 4 or 5 years in these schools, and 30% of remaining informants studied for 4 or 5 years in these schools, that is, high school. From the speeches obtained, through semi-structured and individual interviews and focus groups, it was possible to configure the semiotic level of texts-statements that correspond to the

**study**

and exteroceptive) of informants.

tion of the schools which only have women informants.


The answers to these questions and others will be discussed in some sections of this document. With the obtained record and of the variety of definitions, experiences, and perceptions contributed by the students through the techniques of data collection, we proceeded to the isotopic analysis of the statements and to their respective rigorous study from the methodological proposal of the semiotics of Paris, the generative-interpretative route [6]. With this method the search began for dominant and concurrent features in the statements that made it possible to generalize categories of analysis capable of constructing a metalanguage, defining ideologies, and finally reaching the deepest level of semiotic study, axiologies, that is, the shedding of values, principles, and knowledge, in other words, the educational culture present in the participating Catholic schools. For the moment in this title, we can say that the first results obtained showed without a doubt, the interviewed get a confessional formation according to religious criteria, but with specific requirements of each community; besides this, the isotopies of the discourses allowed to observe a common formation objective: "the catholic identity" and of values in constant tension with the values of the world.
