Trajetórias escolares e sentidos atribuídos à escola entre a tradição e a modernidade: perfis de jovens açorianos
DOI:
https://doi.org/10.21814/rpe.7916Abstract
No quadro da crise de oportunidades juvenis e dos processos de
individualização das sociedades contemporâneas, a experiência escolar dos jovens tem vindo a alterar-se. Mais prolongada, mas também marcadamente instrumental, baseada no reconhecimento da utilidade dos diplomas, e simultaneamente expressiva, na medida em que se associa à busca da realização pessoal. Tais tendências não impedem que esta experiência continue a ser fortemente estruturada por desigualdades. Analisamos o caso da Região Autónoma dos Açores, um território marcado por indicadores educacionais particularmente desfavoráveis. A partir da análise de uma amostra representativa dos jovens açorianos, entre os 15 e os 34 anos, identificam-se diversos perfis relativamente à sua trajetória escolar e sentido atribuído à escola. A par de um reconhecimento generalizado do valor da escola, que atravessa os vários perfis, salienta-se a diversidade de experiências (mais instrumental ou mais expressiva) e a fragilidade dos percursos escolares de muitos jovens açorianos, caraterizados pela exclusão,
penosidade e insucesso.
Palavras-chave: Trajetórias escolares; Sentidos atribuídos à escola; Perfis de jovens; Desigualdades sociais
ABSTRACT
In the context of the crisis of youth opportunities and individualization processes of contemporary societies, the school experience of young people is changing. Longer, but also markedly instrumental, based on the recognition of the utility of certificates, and also expressive, to the extent that it is associated to the quest of personal fulfillment. Trends that do not prevent that this experience continues to be strongly structured by inequalities. We analyze the case of the Azores, marked by particularly unfavourable educational indicators. Based on the analysis of a representative sample of Azorean youngsters, with 15-34 years, different profiles are identified, in relation to their school pathways and meaning ascribed to school. Along with a general recognition of the value ascribed to school, which crosses the various profiles, we highlight the diversity of experiences (more instrumental or more expressive) and the fragility of education pathways of many youngsters, characterized by exclusion, painfulness and failure.
Keywords: School pathways; Meanings ascribed to school; Youth profiles; Social inequalities.
Downloads
Downloads
Published
How to Cite
Issue
Section
License
1. The authors preserve their authorship and grant the Portuguese Journal of Education the right to the first publication. The work is licensed under Creative Commons Attribution License that allows sharing the work with the acknowledgment of initial authorship and publication in this Journal.
2. The authors have the right to take additional contracts separately, for non-exclusive distribution of the published version of their work (e.g. to deposit in an institutional repository or as a book chapter), acknowledging the initial authorship and publication in this Journal.
3. The authors have the permission and are stimulated to post their work online (e.g. in an institutional repository or on their personal website). They can do this at any phase of the editorial process, as it may generate productive changes, as well as increase impact and article citation (see The Open Citation Project).
The work is licensed under Attribution-ShareAlike 4.0 International (CC BY-SA 4.0)
