Resumo

SACCONE, Mercedes. Dis-continuous processes and daily work with knowledge. About the school experiences of young people in contexts of urban poverty. Espac. blanco, Ser. indagaciones [online]. 2021, vol.31, n.1, pp.181-195.  Epub 01-Jun-2021. ISSN 1515-9485.  http://dx.doi.org/10.37177/unicen/eb31-295.

This article derives from a recently finished socio-anthropological research of the school experiences in secondary education of young people living in contexts of urban poverty. The construction of the empirical information was carried out from an intensive and long-term field work, between 2014 and 2018, in a public high school of state management and technical modality located in the western area of the city of Rosario (Santa Fe, Argentina). We propose that the school experiences of young people, in this particular context, develop in the transit through daily processes that configure them as dis-continuous, as they are marked by multiple interruptions. In this scenario, the daily work with the knowledge in the classroom assumes a dis-continuous logic that we have described from three processes: the constant repetition, review and “catch up”.

Palavras-chave : school experiences; high school; knowledge; young people; context of poverty.

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