Abstract
Boys and girls at risk or from unfavorable sociocultural backgrounds do not often have a story of school success. However, in spite of the difficulties, there are some who are able to achieve it. The aim of this research is to investigate which pedagogical factors lead male students from an unfavorable background to school success. The focus lies on the experience lived by male students and the meaning they give to their experiences. For these reasons, the paper is outlined from a narrative point of view and it is focused on the experience lived by two male teenagers who are considered to success at school. Data collection has been done through open-ended interviews that lead us to compose students’ narratives of experience. Results –and their analysis- are related to: positive attitude and commitment towards school; construction of a positive self-concept; and the importance of “personalising” the educative relationship.
Highlights
Boys and girls at risk or from unfavorable sociocultural backgrounds do not often have a story of school success
En este momento llegamos a uno de los puntos que me resultan más interesantes en su historia, su nueva tutora le eligió como delegado, y ahí comenzó una relación en que sentía que confiaban en él y le daban un compromiso al que él debía corresponder involucrándose en el trabajo escolar: “Sentía como que tenía que ser responsable de mí, de la clase y todo. [...] Yo era como su mano derecha, entonces yo me sentía como obligado a estudiar, sacar buenas notas”
Al pensar en las experiencias de Pepe y Alberto, en relación con el marco teórico, encontramos tres temas que parecen estructurales en sus historias de éxito escolar: la construcción de la identidad, de su proceso vital y las relaciones escolares
Summary
El estudio se sostiene en tres conceptos estructurales (estudiantes en situación de riesgo, éxito escolar, las relaciones escolares), que pueden ser utilizados con diferentes significados en la literatura científica. Por este motivo en el marco teórico nos centramos en situar cuál es nuestro punto de partida y qué entendemos por cada uno de estos términos
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