The continuity in question. An analysis of school trajectories of young people from marginalized sectors based on biographical narratives
In the framework of the concerns about the access to secondary school in Argentina, this article aims to analyze, forma a biographical perspective, how the school trajectories of young people from popular sectors that assist at schools of traditional format are configured. For that, we worked from a...
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Facultad de Humanidades y Artes de la Universidad Nacional de Rosario
2025
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| Acceso en línea: | https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/883 |
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I15-R208-article-8832025-08-27T12:35:59Z The continuity in question. An analysis of school trajectories of young people from marginalized sectors based on biographical narratives La continuidad en cuestión. Un análisis de trayectorias escolares de jóvenes de sectores populares a partir de narrativas biográficas Arce Castello, Valentina Pinto, María Eugenia Escuela secundaria Trayectorias escolares Jóvenes Acceso a la educación Desigualdad Social Secondary School School Trajectories Youngsters Access to education Social Inequalities In the framework of the concerns about the access to secondary school in Argentina, this article aims to analyze, forma a biographical perspective, how the school trajectories of young people from popular sectors that assist at schools of traditional format are configured. For that, we worked from a strategy of reconstruction of life stories in which four youngsters, students and graduates of an IPET from the southeastern area of the city of Córdoba participated. In the results, we present, in first place, two markers of inequality that repeatedly go through the stories introducing difficulties for the support of their school trajectories: the social class and the sex-gender. Then, advance in the identification of the supports of schooling that are intertwined in the biographies, proposing a categorization of them into solid and diffuse according to their functionality. Our analysis allows us to indicate that, faced with the difficulties that the traces of inequality printed in their trajectories, those schools with hospitable logic become a solid support that allows these young people to overcome the structural test that involves staying in school and graduating. En el marco de las preocupaciones por la accesibilidad educativa en Argentina, nos proponemos analizar, desde una perspectiva biográfica, cómo se configuran las trayectorias escolares de los y las jóvenes de sectores populares que asisten a escuelas de formato tradicional. Para ello, trabajamos a partir de una estrategia de reconstrucción de relatos de vida, de la que participaron cuatro jóvenes estudiantes y egresados/as de una escuela técnica de la zona sureste de la ciudad de Córdoba. En los resultados presentamos, por un lado, dos marcadores de la desigualdad que atraviesan reiteradamente los relatos imprimiendo dificultades para el sostenimiento de sus trayectorias escolares: la clase social y el sexo-género. Por otro lado, avanzamos en la identificación de los soportes de la escolaridad que se entrelazan en las biografías, proponiendo una categorización de los mismos en sólidos y difusos de acuerdo a su funcionalidad. Nuestros análisis nos permiten señalar que, frente a las dificultades que imprimen las trazas de la desigualdad en las trayectorias, las escuelas que sostienen lógicas hospitalarias se convierten en un soporte central para sortear la prueba estructural que implica sostenerse en la secundaria y finalizarla. Facultad de Humanidades y Artes de la Universidad Nacional de Rosario 2025-07-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/html https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/883 10.35305/rece.v2i20.883 Revista de la Escuela de Ciencias de la Educación; Vol. 2 Núm. 20 (2025) 2362-3349 spa https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/883/817 https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/883/839 Derechos de autor 2025 Valentina Arce Castello, María Eugenia Pinto https://creativecommons.org/licenses/by-nc-sa/4.0 |
| institution |
Universidad Nacional de Rosario |
| institution_str |
I-15 |
| repository_str |
R-208 |
| container_title_str |
Revista de la Escuela de Ciencias de la Educación |
| language |
Español |
| format |
Artículo revista |
| topic |
Escuela secundaria Trayectorias escolares Jóvenes Acceso a la educación Desigualdad Social Secondary School School Trajectories Youngsters Access to education Social Inequalities |
| spellingShingle |
Escuela secundaria Trayectorias escolares Jóvenes Acceso a la educación Desigualdad Social Secondary School School Trajectories Youngsters Access to education Social Inequalities Arce Castello, Valentina Pinto, María Eugenia The continuity in question. An analysis of school trajectories of young people from marginalized sectors based on biographical narratives |
| topic_facet |
Escuela secundaria Trayectorias escolares Jóvenes Acceso a la educación Desigualdad Social Secondary School School Trajectories Youngsters Access to education Social Inequalities |
| author |
Arce Castello, Valentina Pinto, María Eugenia |
| author_facet |
Arce Castello, Valentina Pinto, María Eugenia |
| author_sort |
Arce Castello, Valentina |
| title |
The continuity in question. An analysis of school trajectories of young people from marginalized sectors based on biographical narratives |
| title_short |
The continuity in question. An analysis of school trajectories of young people from marginalized sectors based on biographical narratives |
| title_full |
The continuity in question. An analysis of school trajectories of young people from marginalized sectors based on biographical narratives |
| title_fullStr |
The continuity in question. An analysis of school trajectories of young people from marginalized sectors based on biographical narratives |
| title_full_unstemmed |
The continuity in question. An analysis of school trajectories of young people from marginalized sectors based on biographical narratives |
| title_sort |
continuity in question. an analysis of school trajectories of young people from marginalized sectors based on biographical narratives |
| description |
In the framework of the concerns about the access to secondary school in Argentina, this article aims to analyze, forma a biographical perspective, how the school trajectories of young people from popular sectors that assist at schools of traditional format are configured. For that, we worked from a strategy of reconstruction of life stories in which four youngsters, students and graduates of an IPET from the southeastern area of the city of Córdoba participated. In the results, we present, in first place, two markers of inequality that repeatedly go through the stories introducing difficulties for the support of their school trajectories: the social class and the sex-gender. Then, advance in the identification of the supports of schooling that are intertwined in the biographies, proposing a categorization of them into solid and diffuse according to their functionality. Our analysis allows us to indicate that, faced with the difficulties that the traces of inequality printed in their trajectories, those schools with hospitable logic become a solid support that allows these young people to overcome the structural test that involves staying in school and graduating. |
| publisher |
Facultad de Humanidades y Artes de la Universidad Nacional de Rosario |
| publishDate |
2025 |
| url |
https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/883 |
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