Biblioteca Digital de VanguardiaInequalities in Argentine secondary school: School trajectories and educational projections
This article deals with the forms of subjectivation of social inequality in students in the last year of secondary school in the Autonomous City of Buenos Aires, Argentina. It proposes a useful theoretical line of inquiry to analyze educational inequality and to think about its configuration in the...
| Autores principales: | , |
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| Formato: | Revistas |
| Lenguaje: | Español |
| Publicado: |
Facultad Latinoamericana de Ciencias Sociales, Sede Ecuador
2022
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| Acceso en línea: | https://iconos.flacsoandes.edu.ec/index.php/iconos/article/view/5286 |
| _version_ | 1782344305490264064 |
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| author | Santos-Sharpe, Andrés Núñez, Pedro |
| author_facet | Santos-Sharpe, Andrés Núñez, Pedro |
| author_sort | Santos-Sharpe, Andrés |
| collection | Revista |
| description | This article deals with the forms of subjectivation of social inequality in students in the last year of secondary school in the Autonomous City of Buenos Aires, Argentina. It proposes a useful theoretical line of inquiry to analyze educational inequality and to think about its configuration in the context of the pandemic caused by COVID-19. This study explores the logics through which young people project their post-school educational or labor trajectories. In this sense, debates are revised regarding how to characterize secondary education and socialization processes among similar sectors. The main objective of the article is to take up the following question: how did social inequality become sedimented in student experiences? Based on this question, an in-depth analysis is made of the types of paths and expectations that secondary school students develop during their educational experience in order to understand the subjective processing of inequality. In conclusion, we characterize the current expressions of tensions and complexities due to the expansion of secondary schooling and the emerging lines of differentiation that are taking shape. Thus, the importance becomes evident of paying attention to the interrelation between what institutions believe they offer in their educational projects and the students’ expectations about the future. |
| format | Revistas |
| id | iconos-article-5286 |
| institution | Íconos - Revista de Ciencias Sociales |
| language | Español |
| publishDate | 2022 |
| publisher | Facultad Latinoamericana de Ciencias Sociales, Sede Ecuador |
| record_format | ojs |
| spelling | iconos-article-52862022-09-07T18:10:30Z Inequalities in Argentine secondary school: School trajectories and educational projections Desigualdades en la escuela secundaria argentina: recorridos escolares y proyecciones educativas Desigualdades na escola secundária argentina: itinerários escolares e projeções educacionais Santos-Sharpe, Andrés Núñez, Pedro social inequality professional choice secondary student expectations educational options educational system desigualdad social elección profesional estudiante de secundaria expectativas opciones educativas sistema educativo desigualdade social escolha profissional estudante do ensino médio expectativas opções educacionais sistema educativo This article deals with the forms of subjectivation of social inequality in students in the last year of secondary school in the Autonomous City of Buenos Aires, Argentina. It proposes a useful theoretical line of inquiry to analyze educational inequality and to think about its configuration in the context of the pandemic caused by COVID-19. This study explores the logics through which young people project their post-school educational or labor trajectories. In this sense, debates are revised regarding how to characterize secondary education and socialization processes among similar sectors. The main objective of the article is to take up the following question: how did social inequality become sedimented in student experiences? Based on this question, an in-depth analysis is made of the types of paths and expectations that secondary school students develop during their educational experience in order to understand the subjective processing of inequality. In conclusion, we characterize the current expressions of tensions and complexities due to the expansion of secondary schooling and the emerging lines of differentiation that are taking shape. Thus, the importance becomes evident of paying attention to the interrelation between what institutions believe they offer in their educational projects and the students’ expectations about the future. Este artículo versa sobre las formas de subjetivación de la desigualdad social en estudiantes del último año de la secundaria, en la Ciudad Autónoma de Buenos Aires, Argentina. Se plantea una línea teórica útil para analizar la desigualdad educativa y pensar su configuración en el contexto de la pandemia provocada por la covid-19. Con este trabajo se exploran las lógicas desde las cuales las y los jóvenes proyectan sus trayectorias educativas o laborales postescolares. En este sentido, se recuperan las discusiones sobre cómo caracterizar la educación secundaria y los procesos de socialización entre sectores similares. La propuesta principal del artículo consiste en retomar la siguiente pregunta: ¿cómo se sedimentó la desigualdad social en las experiencias estudiantiles? A partir de tal interrogante se profundiza en el análisis de los tipos de recorridos y las expectativas que las y los estudiantes del nivel secundario construyen en su experiencia educativa para entender el procesamiento subjetivo de la desigualdad. Al concluir, se muestra la expresión actual de las tensiones y complejidades a la par de la expansión en la cobertura de la escuela secundaria y las nuevas líneas de diferenciación que se conforman. Así se evidencia la importancia de prestar atención a la interrelación entre aquello que las instituciones creen ofrecer desde su propuesta escolar y las expectativas del alumnado acerca del futuro. Este artigo trata das formas de subjetivação da desigualdade social em estudantes do último ano do ensino médio, na Cidade Autônoma de Buenos Aires, Argentina. Propõe-se uma linha teórica útil para analisar a desigualdade educacional e pensar sua configuração no contexto da pandemia causada pela covid-19. Este trabalho explora as lógicas a partir das quais os jovens projetam suas trajetórias educacionais ou de trabalho pós-escolares. Nesse sentido, recuperam-se as discussões sobre como caracterizar o ensino médio e os processos de socialização entre setores afins. A proposta principal do artigo é retornar à seguinte questão: como se instalou a desigualdade social nas experiências dos alunos? A partir dessa questão, aprofunda-se a análise dos tipos de percursos e das expectativas que os alunos do ensino médio constroem em sua experiência educacional para compreender o processamento subjetivo da desigualdade. Em conclusão, mostra-se a expressão atual das tensões e complexidades junto com a expansão da cobertura do ensino médio e as novas linhas de diferenciação que se formam. Dessa forma, se evidencia a importância de observar a inter-relação entre o que as instituições acreditam oferecer a partir de sua proposta escolar, e as expectativas dos alunos sobre o futuro. Facultad Latinoamericana de Ciencias Sociales, Sede Ecuador 2022-09-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Artículo evaluado por pares application/pdf text/html application/xml application/epub+zip https://iconos.flacsoandes.edu.ec/index.php/iconos/article/view/5286 10.17141/iconos.74.2022.5286 Íconos - Revista de Ciencias Sociales; Núm. 74 (2022): Gobierno, educación y pandemia en América Latina; 15-32 Íconos - Revista de Ciencias Sociales; n. 74 (2022): Governo, educação e pandemia na América Latina; 15-32 Íconos. Revista de Ciencias Sociales; No. 74 (2022): Government, education and pandemic in Latin America; 15-32 1390-8065 1390-1249 spa https://iconos.flacsoandes.edu.ec/index.php/iconos/article/view/5286/4141 https://iconos.flacsoandes.edu.ec/index.php/iconos/article/view/5286/4164 https://iconos.flacsoandes.edu.ec/index.php/iconos/article/view/5286/4153 https://iconos.flacsoandes.edu.ec/index.php/iconos/article/view/5286/4175 Derechos de autor 2022 Andrés Santos-Sharpe, Pedro Núñez https://creativecommons.org/licenses/by-nd/3.0/deed.es_ES |
| spellingShingle | Santos-Sharpe, Andrés Núñez, Pedro Inequalities in Argentine secondary school: School trajectories and educational projections |
| title | Inequalities in Argentine secondary school: School trajectories and educational projections |
| title_full | Inequalities in Argentine secondary school: School trajectories and educational projections |
| title_fullStr | Inequalities in Argentine secondary school: School trajectories and educational projections |
| title_full_unstemmed | Inequalities in Argentine secondary school: School trajectories and educational projections |
| title_short | Inequalities in Argentine secondary school: School trajectories and educational projections |
| title_sort | inequalities in argentine secondary school: school trajectories and educational projections |
| url | https://iconos.flacsoandes.edu.ec/index.php/iconos/article/view/5286 |