Campus school and youth

an analysis of student strategies, institutional paths, conceptions, and expectations

Abstract

Starting from recovering the conception of the School Field proposed by the Structural-Genetic approach, whose greatest exponent is Pierre Bourdieu, this article explores the student strategies deployed by young people who attend secondary schools in the city of Tandil, province of Buenos Aires, Argentina, in order to successfully remain in the school space. Specifically, from the application of a qualitative survey to groups of young people who attend the third and sixth year of three differentiated secondary schools (one privately run urban, one state-run urban and one state-run suburban) are analyzed their previous institutional journeys, their conceptions of education, their practices, their learning, their questions, their relationships with other young people and with adults, and their expectations for the future. Said analysis is carried out in two ways, one that compares the responses of each group of young people, and another that specifically analyzes the responses of each group. To finally establish a series of findings that allow us to account for the network of relationships that underlies the link that each group of students establishes with their schools of reference, and that accounts for the distances and/or closeness that characterize that they have with each other, establishing some typical configurations of the School Field of the city.