¡Y luego dicen que la escuela pública no funciona! Investigar con los jóvenes sobre cómo transitan y aprenden dentro y fuera de los centros de secundaria
Fernando Hernández Hernández (Editor)
Authors: María Domingo Coscollola, Rachel Fendler, Xavier Grió-Gracia, Fernando Hernñandez Hernñandez, Raquel Miño Puigcercós, Adriana Ornellas, Paulo Padilla Petry, Joan Anton Sánchez i Valero y Juana María Sancho Gil.
June 2017
Barcelona: Octadero
- What does an ethnographic study carried out with secondary school students reveal about how they travel through their learning inside and outside the educational centers?
- How does ethnographic research contribute to the understanding of the learning contexts of young people, some mediated by digital technologies?
- What bridges can be established between the university and schools to expand our understanding of young people’s ways of learning?
- What contributions are derived from this publication to rethink the meaning of secondary education and to be able to get all young people to find their place to learn meaningfully?
- … It is these and other issues that we explore in collaboration with a group of young people.
This books responds to the results of the national research project Living and learning with new literacies in and outside secondary school: contributions to reducing dropout, exclusion and disaffection among youth (MINECO. EDU2011-24122), which involved groups of students in five different secondary schools in the metropolitan area of Barcelona.
This research project aimed to increase our understanding of how young people learn in order to take into account these strategies in formal teaching and learning processes. This project characterizes learning not as an (internal) cognitive procedure but as a process that involves building a relationship between the self and the outside world.
Re-framing the study of learning in this way means that the concern is no longer student achievement in a particular subject or activity. Instead, it entails reflecting with young people on their relationship with knowledge, both in and outside school. In other words, their project—and subsequently this dissertation—are interested in redefining learning not as a school activity but as the process a learner-subject is involved in while deciphering and making meaningful connections with the world around her.