Reconfiguration of school experiences of young people from popular groups based on the institutional marks of high schools

Authors

  • Pablo Nahuel di Napoli Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET) / Universidad de Buenos Aires (UBA). Instituto de Investigaciones "Gino Germani" (IIGG) http://orcid.org/0000-0003-4756-6864 (unauthenticated)
  • Nicolás Carlos Richter Universidad de Buenos Aires (UBA). Instituto de Investigaciones "Gino Germani" (IIGG)

DOI:

https://doi.org/10.5212/PraxEduc.v.14n3.019

Abstract

In this article, we analyze the traces left by high school in the subjectivity of the young people who studied there. Based on a sociology of experience and individuation analysis, guided by Dubet’s and Martuccelli’s works respectively, we start with the question about which are the institutional events that they consider most significant in their biographies. The focus of the analysis is placed on three main axes categorized as institutional marks: the linkages between young students and their role models; the school-neighborhood relation; and the feeling of belonging to the institution. Additionally, some inflections are proposed in the tension between the categories of subjectivity and identity, within the framework of the reconfiguration of youth agencies of popular groups. We work with students and referents from two popular high school institutions and a confessional school located in the Metropolitan Area of Buenos Aires, Argentina, whose biographical accounts were reconstructed through semi-structured interviews.

 

Keywords: Students. High school. Subjectivity.

Author Biographies

  • Pablo Nahuel di Napoli, Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET) / Universidad de Buenos Aires (UBA). Instituto de Investigaciones "Gino Germani" (IIGG)

    Dr. en Ciencias Sociales por la UBA y Lic. y Prof. en Sociología de la Facultad de Ciencias Sociales (UBA). Posdoctorado en el Departamento de Investigaciones Educativas del CINVESTAV-IPN en México.

    Investigador Asistente del CONICET con sede en el Instituto de Investigaciones en Ciencias de la Educación de la UBA. Docente del Departamento de Ciencias de la Educación de la Facultad de Filosofía y Letras y de la Carrera de Sociología de la Facultad de Ciencias Sociales, ambas de la UBA. Durante 2017 también fui docente de “Sociología” de 5to. año en la Escuela Superior Carlos Pellegrini de la UBA. Soy categoría V del Programa de Incentivos (convocatoria 2011). Entre 2007 y 2011 trabajé en el área de investigación del Instituto Nacional de Formación Docente del Ministerio de Educación de la Nación.

    Mi área de estudios remite a “Jóvenes y Educación”: formas de sociabilidad y procesos de estigmatización entre estudiantes secundarios; convivencia, conflictividad y violencia en las escuelas y; procesos de individuación de jóvenes estudiantes.

  • Nicolás Carlos Richter, Universidad de Buenos Aires (UBA). Instituto de Investigaciones "Gino Germani" (IIGG)

    Licenciado y Profesor en Relaciones del Trabajo, Universidad de Buenos Aires (UBA). Maestrando en Educación, Pedagogías Críticas y Problemáticas Socioeducativas, UBA. Docente de las Carreras de Profesorado de Enseñanza Media y Superior en: Ciencias de la Comunicación Social; Ciencia Política; Relaciones del Trabajo; Trabajo Social; en la Facultad de Ciencias Sociales, UBA. Profesor de seminarios y módulos de la Carrera de Especialización Docente de Nivel Superior en Educación en Contextos de Encierro en sedes Ciudad de Buenos Aires y Provincia de Buenos Aires

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Published

2019-09-23

Issue

Vol. 14 No. 3 (2019): Dossiê: Jovens e ativismos em (des)construção: socializações e (in)ações políticas

Section

Dossiê: Jovens e ativismos em (des)construção: socializações e (in)ações políticas

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How to Cite

Reconfiguration of school experiences of young people from popular groups based on the institutional marks of high schools. Práxis Educativa, [S. l.], v. 14, n. 3, p. 1138–1161, 2019. DOI: 10.5212/PraxEduc.v.14n3.019. Disponível em: https://revistas.uepg.br/index.php/praxiseducativa/article/view/13234. Acesso em: 14 may. 2026.