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

Antonia Valdés, Borja Castro-Serrano

Resultado de la investigación: Article

Resumen

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.

Idioma originalSpanish
Páginas (desde-hasta)325-339
Número de páginas15
PublicaciónEstudios Pedagogicos
Volumen43
N.º3
DOI
EstadoPublished - 1 ene 2017

Huella dactilar

vulnerability
learning
experience
reflexivity
foreignness
subjectivity
qualitative research
exclusion
questionnaire
student

ASJC Scopus subject areas

  • Education

Citar esto

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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.",
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