Disconnected school trajectories: The institutional as a determinant

Abstract

This article proposes to construct a unit of analysis that allows us to understand disconnected school trajectories and the impact that family-school institutions have on them. To do so, we begin with a qualitative approach, examining the work within a Community Territorial Device. Within this framework, the territorial experience facilitated the construction of different observables. It also presents a situational perspective that reveals, on the one hand, how the family group, in part, determines the perspectives, meanings, and recognition attributed to pedagogical authority. It also conveys, through discursive forms, the significance of the school experience, leaving traces of what it means to be within the school space. On the other hand, it shows how the educational institution reproduces the teaching device and disables the subject of the experience.