Jóvenes, familias y procesos de literacidad

Abstract

This chapter retrieves the results of an ethnographic research that investigated the problems of underprivileged youngsters, their access to basic education and the written culture in Córdoba (Argentina). In this research we seek to analyze how educational policies are materialized in specific actions, how school and production training proposals are articulated and the place written culture occupies in both spaces. Based on the New Literacy Studies we will approach the presence of written culture practices in the classroom and the workshops and the existing relationships between school and the family sphere. In this sense, the weakness of the school trajectory, frequently changing schools, and the arrival to this school as a final opportunity to overcome a history of failure of various generations marked by repetitions, leaving school before legal age, expulsion and stigma are highlighted.