Disconnected school trajectories: The institutional as a determinant

This article proposes to construct a unit of analysis that allows us to understand disconnected school trajectories and the impact that family-school institutions have on them. To do so, we begin with a qualitative approach, examining the work within a Community Territorial Device. Within this frame...

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Autor principal: Kazansky, Andrea
Formato: Artículo revista
Lenguaje:Español
Publicado: Subsecretaría de publicaciones. Facultad de Filosofía y Letras. UBA 2025
Materias:
school trajectories
disengagement
family
school
territory
trayectorias escolares
desvinculación
familia
escuela
territorio
Acceso en línea:https://revistascientificas.filo.uba.ar/index.php/iice/article/view/16237
Aporte de:
Revista del Instituto de Investigaciones en Ciencias de la Educación de Universidad de Buenos Aires
id I28-R262-article-16237
record_format ojs
spelling I28-R262-article-162372025-11-26T19:57:32Z Disconnected school trajectories: The institutional as a determinant Trayectorias escolares desvinculadas: Lo institucional como determinante Kazansky, Andrea school trajectories disengagement family school territory trayectorias escolares desvinculación familia escuela territorio This article proposes to construct a unit of analysis that allows us to understand disconnected school trajectories and the impact that family-school institutions have on them. To do so, we begin with a qualitative approach, examining the work within a Community Territorial Device. Within this framework, the territorial experience facilitated the construction of different observables. It also presents a situational perspective that reveals, on the one hand, how the family group, in part, determines the perspectives, meanings, and recognition attributed to pedagogical authority. It also conveys, through discursive forms, the significance of the school experience, leaving traces of what it means to be within the school space. On the other hand, it shows how the educational institution reproduces the teaching device and disables the subject of the experience. El presente artículo se propone construir una unidad de análisis que permita comprender las trayectorias escolares desvinculadas y la incidencia que tienen en ellas las instituciones familia-escuela. Para ello, partimos del enfoque cualitativo tomando al trabajo dentro de un dispositivo territorial comunitario. En ese marco, la experiencia territorial facilitó la construcción de diferentes observables. Asimismo, se presenta un recorte situacional que deja entrever, por un lado, cómo el grupo familiar, en parte, es un condicionante de las miradas, los sentidos y el reconocimiento que a la autoridad pedagógica se le adscribe, y vehiculiza a partir de formas discursivas la significación que guarda la experiencia escolar, dejando marcas acerca de qué es estar dentro del espacio escolar. Por otro lado, muestra cómo la institución educativa reproduce el dispositivo de enseñanza y deja inhabilitado al sujeto de la experiencia. Subsecretaría de publicaciones. Facultad de Filosofía y Letras. UBA 2025-11-26 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistascientificas.filo.uba.ar/index.php/iice/article/view/16237 10.34096/iice.n57.16237 Revista del IICE; Núm. 57 (2025) 2451-5434 0327-7763 spa https://revistascientificas.filo.uba.ar/index.php/iice/article/view/16237/15311 Derechos de autor 2025 Revista del IICE https://creativecommons.org/licenses/by-sa/4.0
institution Universidad de Buenos Aires
institution_str I-28
repository_str R-262
container_title_str Revista del Instituto de Investigaciones en Ciencias de la Educación
language Español
format Artículo revista
topic school trajectories
disengagement
family
school
territory
trayectorias escolares
desvinculación
familia
escuela
territorio
spellingShingle school trajectories
disengagement
family
school
territory
trayectorias escolares
desvinculación
familia
escuela
territorio
Kazansky, Andrea
Disconnected school trajectories: The institutional as a determinant
topic_facet school trajectories
disengagement
family
school
territory
trayectorias escolares
desvinculación
familia
escuela
territorio
author Kazansky, Andrea
author_facet Kazansky, Andrea
author_sort Kazansky, Andrea
title Disconnected school trajectories: The institutional as a determinant
title_short Disconnected school trajectories: The institutional as a determinant
title_full Disconnected school trajectories: The institutional as a determinant
title_fullStr Disconnected school trajectories: The institutional as a determinant
title_full_unstemmed Disconnected school trajectories: The institutional as a determinant
title_sort disconnected school trajectories: the institutional as a determinant
description This article proposes to construct a unit of analysis that allows us to understand disconnected school trajectories and the impact that family-school institutions have on them. To do so, we begin with a qualitative approach, examining the work within a Community Territorial Device. Within this framework, the territorial experience facilitated the construction of different observables. It also presents a situational perspective that reveals, on the one hand, how the family group, in part, determines the perspectives, meanings, and recognition attributed to pedagogical authority. It also conveys, through discursive forms, the significance of the school experience, leaving traces of what it means to be within the school space. On the other hand, it shows how the educational institution reproduces the teaching device and disables the subject of the experience.
publisher Subsecretaría de publicaciones. Facultad de Filosofía y Letras. UBA
publishDate 2025
url https://revistascientificas.filo.uba.ar/index.php/iice/article/view/16237
work_keys_str_mv AT kazanskyandrea disconnectedschooltrajectoriestheinstitutionalasadeterminant
AT kazanskyandrea trayectoriasescolaresdesvinculadasloinstitucionalcomodeterminante
first_indexed 2025-10-13T05:02:22Z
last_indexed 2025-12-13T05:00:59Z
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