Abstract

ALVAREZ-ESPINOZA, Alejandro et al. Transition and Identitary Sense of Academic Formation in Rural Secondary School Students. An Approach from the South of Chile. Pág. Educ. [online]. 2018, vol.11, n.2, pp.61-84. ISSN 1688-7468.  https://doi.org/10.22235/pe.v11i2.1628.

From an historical-cultural approach, this research explores the perceptions towards academic activity from six rural students inserted in urban high schools in two provinces located in southern Chile. We used the autobiographical narrative interview and the model of analysis of practice stories proposed by Gallardo y Sebastián (2012). The results show the presence of two narrative structures: heroic, in which a destiner impels the protagonist to obtain a reward, and penitence, in which the protagonist temporarily suffers an undesired destiny. The first one is associated with a strong sense articulation and high level of agency of young people regarding their vocational choice; the second, with weak sense articulation and low level of agency in vocational choice.

Keywords : identity; rural education; secondary education; personal narratives; educational psychology..

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