The entrance to the university: involved epistemic, social and identity dimensions. The case of new students to the Bachelor of Systems at the National University of Río Negro

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This article analyzes the vicissitudes that new students of the Bachelor of Systems at the National University of Río Negro (UNRN) go through in their relation with knowledge. The research specifically sought to: reconstruct the image of themselves as learners of the students who participate in the...

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Autores principales: Rizzo, Ana Cecilia, Vercellino, Soledad
Formato: Artículo revista
Lenguaje:Español
Publicado: Centro Universitario Regional Zonal Atlántica -Uiversidad Nacional del Comahue 2022
Materias:
Relation with knowledge
Applied Science
University first year
Relación con el saber
Ciencias aplicadas
Ingreso a la universidad
Acceso en línea:http://revele.uncoma.edu.ar/index.php/psico/article/view/4278
Aporte de:
Repositorio de Revistas Electrónicas REVELE (UNComahue) de Universidad Nacional del Comahue
id I22-R128-article-4278
record_format ojs
institution Universidad Nacional del Comahue
institution_str I-22
repository_str R-128
container_title_str Repositorio de Revistas Electrónicas REVELE (UNComahue)
language Español
format Artículo revista
topic Relation with knowledge
Applied Science
University first year
Relación con el saber
Ciencias aplicadas
Ingreso a la universidad
spellingShingle Relation with knowledge
Applied Science
University first year
Relación con el saber
Ciencias aplicadas
Ingreso a la universidad
Rizzo, Ana Cecilia
Vercellino, Soledad
The entrance to the university: involved epistemic, social and identity dimensions. The case of new students to the Bachelor of Systems at the National University of Río Negro
topic_facet Relation with knowledge
Applied Science
University first year
Relación con el saber
Ciencias aplicadas
Ingreso a la universidad
author Rizzo, Ana Cecilia
Vercellino, Soledad
author_facet Rizzo, Ana Cecilia
Vercellino, Soledad
author_sort Rizzo, Ana Cecilia
title The entrance to the university: involved epistemic, social and identity dimensions. The case of new students to the Bachelor of Systems at the National University of Río Negro
title_short The entrance to the university: involved epistemic, social and identity dimensions. The case of new students to the Bachelor of Systems at the National University of Río Negro
title_full The entrance to the university: involved epistemic, social and identity dimensions. The case of new students to the Bachelor of Systems at the National University of Río Negro
title_fullStr The entrance to the university: involved epistemic, social and identity dimensions. The case of new students to the Bachelor of Systems at the National University of Río Negro
title_full_unstemmed The entrance to the university: involved epistemic, social and identity dimensions. The case of new students to the Bachelor of Systems at the National University of Río Negro
title_sort entrance to the university: involved epistemic, social and identity dimensions. the case of new students to the bachelor of systems at the national university of río negro
description This article analyzes the vicissitudes that new students of the Bachelor of Systems at the National University of Río Negro (UNRN) go through in their relation with knowledge. The research specifically sought to: reconstruct the image of themselves as learners of the students who participate in the study and how it was (re) configured in the first year of the career; identify the knowledge and intellectual activities that were demanded of students and those that they gave greater significance and, finally, reconstruct the social relations and the institutional framework in which the relationship with the students' knowledge was situationally constructed. It is qualitative research that triangulates sources (teachers, students, documents), techniques for collecting (in-depth interviews, balances of knowledge) and for data analysis (qualitative interpretive analysis). As a result, it can be seen that the University supports and proposes a new “institutional relationship with knowledge”, which puts in tension the forms that up to that moment the students have built. This institutional relationship with knowledge implies: a new learning subject, a specific temporality, new educational actors and new figures of learning privileged. It also shows how entering the university is a moment where the image of oneself as learners is shaken.
publisher Centro Universitario Regional Zonal Atlántica -Uiversidad Nacional del Comahue
publishDate 2022
url http://revele.uncoma.edu.ar/index.php/psico/article/view/4278
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