Experiencias clave de aprendizaje de adultos Chilenos en situación de vulnerabilidad: El reconocimiento como motivo de aprendizaje

Translated title of the contribution: Key learning experiences of Chilean adults in situations of vulnerability: Recognition as a reason for learning

Antonia Valdés, Borja Castro-Serrano

Research output: Contribution to journalArticlepeer-review

Abstract

This article presents a study focused on key learning experiences of adults living in conditions of social exclusion. The objective was to identify the meanings that 63 Chileans, students at a popular training institute, have about the learning experiences that have marked them the most. Methodologically, through the qualitative analysis of vignettes collected through written questionnaires, we investigated elements of their sense of recognition as learners. The results indicate that most of the key learning experiences relate to searching for recognition themes. These identified experiences allow the subject to connect with different learning motives. In our discussion of findings, we integrate concepts such as recognition, alterity, and subjectivity, aiming to contribute to the processes of reflexivity required in all qualitative research.

Translated title of the contributionKey learning experiences of Chilean adults in situations of vulnerability: Recognition as a reason for learning
Original languageSpanish
Pages (from-to)325-339
Number of pages15
JournalEstudios Pedagogicos
Volume43
Issue number3
DOIs
Publication statusPublished - 1 Jan 2017

ASJC Scopus subject areas

  • Education

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