Abstract

DIOGO, Ana Matias. School trajectories and meanings ascribed to the school between tradition and modernity: Azorean youth profiles. Rev. Port. de Educação [online]. 2016, vol.29, n.2, pp.329-357. ISSN 0871-9187.  https://doi.org/10.21814/rpe.7916.

In the context of the crisis of youth opportunities and individualization processes of contemporary societies, the school experience of young people is changing. Longer, but also markedly instrumental, based on the recognition of the utility of certificates, and also expressive, to the extent that it is associated to the quest of personal fulfillment. Trends that do not prevent that this experience continues to be strongly structured by inequalities. We analyze the case of the Azores, marked by particularly unfavourable educational indicators. Based on the analysis of a representative sample of Azorean youngsters, with 15-34 years, different profiles are identified, in relation to their school pathways and meaning ascribed to school. Along with a general recognition of the value ascribed to school, which crosses the various profiles, we highlight the diversity of experiences (more instrumental or more expressive) and the fragility of education pathways of many youngsters, characterized by exclusion, painfulness and failure.

Keywords : School pathways; Meanings ascribed to school; Youth profiles; Social inequalities.

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