SciELO - Scientific Electronic Library Online

 
vol.11 número2Las propuestas curriculares en escuelas de elite en Buenos Aires:¿Los futuros docentes están comprometidos con la justicia social? Validación y aplicación de la traducción al castellano de la Escala de Justicia Social índice de autoresíndice de materiabúsqueda de artículos
Home Pagelista alfabética de revistas  

Servicios Personalizados

Revista

Articulo

Indicadores

Links relacionados

  • No hay articulos similaresSimilares en SciELO

Compartir


Páginas de Educación

versión On-line ISSN 1688-7468

Resumen

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.  http://dx.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.

Palabras clave : identity; rural education; secondary education; personal narratives; educational psychology..

        · resumen en Español     · texto en Español     · Español ( pdf )