Some things that must be changed in sociology, if they have not already been done Algunas cosas que deben cambiar en la sociología, si no lo han hecho ya

The article suggests the revision of some implicit assumptions that have been governing the sociology of education during the last decades and that can constitute ballast for its ability of explaining and interpreting the present world, but also an obstacle for its future progress. It discusses, in particular, the idea that a social stratifi cation based on school excellence may result in a fairer way than the previous ones; we question the validation of a simplifi ed idea of social or educational equality in favor of a more complete and multifaceted view of social justice, as well as inside and outside school; we propose the overcoming of the methodological nationalism that characterizes both social sciences in general and the studies on education in particular, by replacing it for a global perspective; we suggest the substitution of the organizational (and, more importantly, the individual) paradigm that prevails in the analysis of school by a reticular paradigm, more appropriate with the characteristics and the evolutional processes of the late modernity; we propose, at last, that the criticism of educational politics renounces its obsession with the question whether school is treated, or not, as an enterprise, and its unconditional identifi cation of teachers as workers, by understanding that they are not part of such group, but they are professionals, members of a profession which situation, as the one of other professions, is largely permeated with privileges, no matter which rhetorical formula they employ in order to defend themselves. Keywords: Sociology. Meritocracy. Society of knowledge. Globalization. Organization. Networks. Profession. El artículo sugiere la revisión de algunos supuestos implícitos que han venido rigiendo en la sociología de la educación durante los últimos decenios y que pueden constituir un lastre para su capacidad de explicar e interpretar el mundo actual y un obstáculo para su progreso futuro. En particular, se discute la idea de que una estratifi cación social basada en el mérito escolar pueda/ vaya a resultar más justa que formas anteriores; se cuestiona la vigencia de una idea simplifi cada de la igualdad social o educativa en favor de una visión más compleja y multifacética de la justicia social, tanto fuera como dentro de la escuela; se propone superar el nacionalismo metodológico propio tanto de las ciencias sociales en general como de los estudios sobre educación en particular, sustituyéndolo por una perspectiva global; se sugiere sustituir el paradigma organizacional (y, mucho más, el individual) imperante en el