Situaciones sociales marcantes en el tránsito escolar de 5° de primaria a 6° de secundaria en dos instituciones educativas del Valle de Aburrá

Abstract

RESUMEN: La presente investigación se enfocó en identificar, caracterizar y analizar las situaciones sociales marcantes en el tránsito escolar de 5° de primaria a 6° de secundaria en dos instituciones educativas del valle de Aburrá, una de ellas adscrita a la secretaría de educación de Itagüí, y la otra, a la secretaría de educación de Medellín (Antioquia), con el objetivo de reconstruirlas interpretativamente, en una población de estudiantes de dos grupos de ambas instituciones, con edades que oscilaban entre los 10 y 13 años en su momento, sin el ánimo de hacer un estudio comparativo. Esto se logró desde la perspectiva de Gimeno (1997) sobre las transiciones, de Goffman (sf) y de Runge (2023) sobre las situaciones sociales y de otras investigaciones y artículos que permitieron entender cómo se han trabajado estas temáticas en distintos lugares. El tipo de diseño fue cualitativo, con un paradigma hermenéutico-interpretativo que permitió comprender e interpretar el fenómeno de las transiciones escolares, y el abordaje se basó en el enfoque de etnografía focalizada por haberse centrado en el estudio de las experiencias compartidas de las situaciones sociales marcantes en el aula de clase, para lo cual, se usaron procedimientos, métodos y técnicas para la generación de datos como: la observación participante, focalizada y sistemática, el diario de campo, las entrevistas episódicas, los grupos focales y las fotografías. A partir de esta investigación se concluyó que, las transiciones escolares generan unas formas de relacionarse y de manifestarse particularmente, que trascienden muchas veces a ser situaciones sociales marcantes, ya que se dan en espacios específicos como el colegio, en unos tiempos delimitados, con objetos, actividades, eventos y actores determinados, lo cual genera sentimientos, gustos y malestares que configuran ese cambio. ABSTRACT: The present research focused on identifying, characterizing and analyzing the social situations that mark the school transition from 5th grade of primary school to 6th grade of secondary school in two educational institutions in the Aburrá Valley, one of them attached to the Itagüí Education Secretariat, and the other, to the Ministry of Education of Medellín (Antioquia), with the objective of reconstructing them interpretively, in a population of students from two groups from both institutions, with ages ranging between 10 and 13 years at the time, without the spirit of doing a comparative study. This was achieved from the perspective of Gimeno (1997) on transitions, Goffman (sf) and Runge (2023) on social situations and other research and articles that allowed us to understand how these themes have been worked on in different places. The type of design was qualitative, with a hermeneutical-interpretive paradigm that allowed us to understand and interpret the phenomenon of school transitions, and the approach was based on the focused ethnography approach because it focused on the study of the shared experiences of social situations. markers in the classroom, for which procedures, methods and techniques were used to generate data such as: focused and systematic participant observation, field diaries, episodic interviews, focus groups and photographs. From this research, it was concluded that school transitions generate particular ways of relating and expressing themselves, which often transcend into being significant social situations, since they occur in specific spaces such as school, in delimited times, with objects, activities, events and specific actors, which generates feelings, tastes and discomforts that shape that change.

ABSTRACT: The present research focused on identifying, characterizing and analyzing the social situations that mark the school transition from 5th grade of primary school to 6th grade of secondary school in two educational institutions in the Aburrá Valley, one of them attached to the Itagüí Education Secretariat, and the other, to the Ministry of Education of Medellín (Antioquia), with the objective of reconstructing them Interpretively, in a population of students from two groups from both institutions, with ages ranging between 10 and 13 years at the time, without the spirit of doing a comparative study. This was achieved from the perspective of Gimeno (1997) on transitions, Goffman (sf) and Runge (2023) on social situations and other research and articles that allowed us to understand how these themes have been worked on in different places. The type of design was qualitative, with a hermeneutical-interpretive paradigm that allowed us to understand and interpret the phenomenon of school transitions, and the approach was based on the focused ethnography approach because it focused on the study of the shared experiences of social situations. markers in the classroom, for which procedures, methods and techniques were used to generate data such as: focused and systematic participant observation, field diaries, episodic interviews, focus groups and photographs. From this research, it was concluded that school transitions generate particular ways of relating and expressing themselves, which often transcend into being significant social situations, since they occur in specific spaces such as school, in delimited times, with objects, activities, events and specific actors, which generates feelings, tastes and discomforts that shape that change.