“Continuidades-discontinuidades familia-escuela. Análisis de las trayectorias escolares de dos estudiantes de décimo año de EGB desde una perspectiva de género”

Abstract

The present Curricular Integration Project called “Home-school continuity-discontinuities. Analysis of the school trajectories of two tenth-year EGB students from a gender perspective” is framed in the community of Chuquipata, Javier Loyola's rural parish in the city of Azogues, Ecuador. This project has the objective of knowing how the family-school relationship influences educational trajectories from a gender perspective, taking as reference the case of two students aged 15 and 17, from the tenth year of Basic General Education. We base our study on three theoretical axes: family-school continuity-discontinuity, the construction of school trajectories by students from minority groups, and the formation of family structures in the context. To respond to the stated objective, we start from a qualitative approach, relying on the biographical method to construct the life stories of the two students. The results allow us to identify key elements in the development of the school careers of girls and adolescents from rural communities in Ecuador, such as the fundamental role of mothers, the reproduction of a religious thought, the role of managers, teachers and peers, the difficulties economic, internal and external migration, sexual health and premature pregnancies.