Imaginar futurs diferents. Els efectes de la desigualtat sobre les transicions cap a l’educació secundària postobligatòria a la ciutat de Barcelona
Resum
Les transicions a l’educació secundària postobligatòria són un moment clau en la trajectòria educativa dels joves. Les decisions que els porten a seguir uns estudis o uns altres són producte d’una agència delimitada per condicionants estructurals (Furlong, 2009). Així, les desiguals posicions socials són fonamentals per explicar diferències en la seva experiència escolar, els seu horitzons de futur, les seves expectatives i les seves aspiracions (Gillborn et al., 2012).Partint d’aquest marc, aquest article analitza l’impacte de variables de l’estructura social i del sistema educatiu en la configuració de les expectatives i aspiracions educatives de joves que acaben de transitar cap a l’educació secundària postobligatòria a la ciutat de Barcelona. L’anàlisi explota les respostes d’un qüestionari distribuït durant el curs 2018-2019 a una mostra d’alumnat (N = 1.318) del primer curs de Batxillerat i de Cicles Formatius de Grau Mitjà en vuit instituts de la ciutat de Barcelona.
Els principals resultats constaten la desigualtat en els perfils de l’alumnat que accedeix a una modalitat o a una altra d’estudis secundaris postobligatoris. A més, profunditzen en la comprensió de la interacció i de l’impacte d’elements estructurals i del sistema educatiu sobre la definició d’escenaris de futur desiguals entre l’alumnat que segueix la via acadèmica o la via professional, i entre l’alumnat de diferent perfil social.
Paraules clau
educació secundària postobligatòria, transicions educatives, formació professional, batxillerat, desigualtats educatives, expectatives, aspiracionsReferències
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Drets d'autor (c) 2020 Judith Jacovkis, Alejandro Montes, Martí Manzano
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