Egreso en situaciones de desigualdad Una reconstrucción de las experiencias universitarias de egresadosas y estudiantes en fase de finalización de carreras de la Sede Atlántica de la Universidad Nacional de Río Negro (2009-2021) desde la perspectiva de la relación con el saber

Abstract

This Master's Thesis in Education proposes to analyze the processes of relationship with university knowledge of career students from the Atlantic Headquarters of the National University of Río Negro, crossed by new and old inequalities, who have graduated or are in the completion phase. from the same. In this way, it is involved in the field of studies that address the problems of admission, permanence and graduation in higher education, from a perspective that prioritizes and rescues the experiences of the students and that focuses on how the relationship of these and these with knowledge in the university is configured, in its social, identity and epistemic aspects. The study is oriented to the analysis of cases where the subjects are traversed by different expressions (old and new) of social inequalities, but who have nonetheless built successful ways of connecting with university knowledge. For this, the mediations between social origin, unfavorable socioeconomic and educational conditions and the trajectory in the university are observed. In this way, success stories that can be paradoxical or atypical are reconstructed. In accordance with the type of research proposed, the problem is addressed through a qualitative approach based on case studies. In its main results, the thesis concludes that in each subject there are different configurations of the so-called old inequalities (social origin, first generation of university students, gender and ethnicity) and the new ones (residential mobility, modifications in life courses and trajectories). previous educational) and how these have been mitigated and mediated by the relational plots (family, teachers, classmates and other referents) and the own strategies that allowed progress in the studies. Likewise, the processes of their identity construction as successful university students are highlighted, where a self-perception is observed as learners strongly marked by the will, dedication and ability to overcome failures, in an articulated way and fed with the figures of others who They have been significant in accompanying the learning process that implies mastering the type of relationship with knowledge that the university proposes, with a strong assessment of what has been learned in extra-curricular/extra-classroom experiences with a pre-eminence of practical activities.