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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| Autores principales: | , |
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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 |
| Aporte de: |
| Sumario: | 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. |
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