Aspectos subjetivantes de la escolaridad previa y actual, en jóvenes que estudian en contextos de encierro

Abstract

This paper presents an excerpt from an ongoing research project regarding pedagogical experiences in educational institutions located in the Socio-Educational Complex Esperanza (Córdoba, Argentina). The general aim guiding our inquiry is to describe and interpret the pedagogical experiences in both primary and secondary levels within this Complex. Among the specific objectives, we aim to recognize and interpret the effects and transformations that educational practices (past and present) have produced and continue to produce in the individuals involved in these pedagogical processes, a specific thematic emphasis in our production. The research approach is qualitative, with the primary techniques being interviews, observations, and analyses of official and institutional documents. The study involved 14 young people aged between 16 and 20, as well as school directors, teachers, and coordinators from these schools. Fieldwork commenced in 2022 and is ongoing to date. In general terms, we can state that for these young individuals, school had little relevance in their childhood and adolescence, with a prevailing fragmented memory regarding their trajectories, often associated with negative and unpleasant experiences. In their current educational experiences within confinement contexts, a discourse emerges highlighting a new possibility/opportunity in a space where the school functions differently, accommodating them and providing a new sense of belonging that differs from punitive measures.