La configuración de identidades en la experiencia escolar. Escenarios, sujetos y regulaciones

Authors

José Ignacio Rivas FloresSalto de línea Analía E. Leite MéndezSalto de línea Pablo Cortés GonzálezSalto de línea Universidad de Málaga. Facultad de Ciencias de la Educación. Departamento de Didáctica y Organización. Málaga, España.Salto de línea Salto de línea María Jesús Márquez GarcíaSalto de línea Daniela Padua ArcosSalto de línea Universidad de Almería. Facultad de Ciencias de la Educación. Departamento de Didáctica y Organización. Almería, España.

Abstract

Identity configuration in school experience. Settings, individuals and regulationsSalto de línea Salto de línea This article presents the results of a study of the school experience of students of education, drawing on the writing, analysis and interpretation of autobiographical accounts. The focus is on how school identity is built within this specific framework. School identity is of necessity related to the social, political and cultural contexts in which a subject’s life story has been constructed. Methodologically, the study consists of biographical research based on biographical accounts given by 32 students of education at the University of Malaga. These accounts were subjected to collaborative analysis by the research team and some of the authors of the biographies. The autobiographies give an account of the subjects’ school career up to enrolment at university. The study revolves around three main axes: experience, models of power management in the school and in the classroom and conflict. Six cross-categories concerning overall but meaningful aspects of school life are also considered, Some discussion is offered on the subject of how each individual subject’s understanding of the world depends on the stories that the subject has access to and interacts with, and how each subject constructs his or her own interpretation on the basis of actual practice. This approach is particularly important in this study, because it highlights the ties between the subjects’ personal accounts and the social, institutional, political and cultural structures that characterize school. The entire construct also depends on relations with peers, as the referential system closest to the individual, and relations with teachers and institutional staff, as intentional institutional demands.