Abstract

PINTO, María Eugenia  and  GARCIA BASTAN, Guido. Experiences that Question, Senses that Support: A Biographical Analysis of School Trajectories. Psicol. Conoc. Soc. [online]. 2025, vol.15, n.1, e1522.  Epub Dec 01, 2025. ISSN 1688-7026.  https://doi.org/10.26864/pcs.v15.n1.13.

In the framework of profound debates and interventions in pursuit of the support and protection of school trajectories in Argentinian secondary schools, this work seeks to understand, through an analysis of biographical narratives, the configurations of educational itineraries of those who attend traditional-format schools and belong to popular sectors. We analyze how, in the intersection between school and biographical experiences, certain senses about schooling become symbolic supports of educational trajectories. For that, from a qualitative perspective, we work from a strategy of reconstruction of life stories. The sample was constituted by eleven youngsters, students of two secondary schools from Cordoba Capital, with different population scales. In the results, we present three biographical events that are repeatedly linked to school events that threaten the continuity of school trajectories: the parents (physical or symbolic), the entry into the world of work and the pandemic. In second place, we analyze two senses of the school experience that support school trajectories: school as a promise and school as a refuge. Our results confirm the centrality of personalization relationships in the educational experiences of the population from low-income sectors, which had already been pointed out by research in other educational formats. However, the specificity of our cases allows us to notice that according to its scale, each school offers differential conditions for the personalized support of school trajectories.

Keywords : Youngsters; secondary school; access to education; disadvantaged groups.

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