Vulnerabilidad Social y su impacto en las trayectorias escolares de las adolescencias actuales.

Abstract

Starting from the perspective offered by the concept of “social vulnerability” as a powerful analytical tool that allows for the visibility, among other things, of the acute uncertainty that many young people feel in relation to their future, tied to the questioning of the offerings of the educational system under the current conditions, and the sense of education being “threatened” in the face of the absence of guaranties for promoting and propitiating the fair and dignified access to the labor market and, as a consequence, its promise of upwards social mobility, this work intends to warn us about the extent and implications of the impact in terms of insecurity, instability, and precariousness of the regional socioeconomic context in which their personal and collective trajectories of schooling and life are inscribed, affecting their opportunities, dreams and hopes.

This work emphasizes ultimately, that in asking oneself and asking from the perspective of “situated adolescences” by the hopes, the future, the practices and their meanings, paths are enabled, not only to debunk the social discourse and institutionalized disciplines that reproduce supervised pathological identities and many types of exclusions, but also, to promote subjective movements in and among the protagonists themselves and the adults in charge of their accompaniment in both the area of mental health and education, by asking (themselves and us), for supposedly predefined paths, which present a challenge not only for the disciplines of Psychology and Psychiatry, but also a mayor challenge for the hegemonic paradigmatic versions of Pedagogy .