The Configuring of Apprentice Identity in School: Obstacles in the Pedagogical Relation and its Incidence in Early School Dropout Processes

Abstract

Considering that Chilean education is looking to move forward in inclusion. This article broadens the comprehension of a current issue: school desertion in poverty contexts, from an identity and symbolic justice approach. From a theoretical reflection based upon a bibliographic study, if learners leave early their school trajectory is because they generate, in the beginning of them, a pedagogical relationship that obstructs their learner's identity building and the continuity of their school education. Thus, this article portrays the macroconcept of learner's identity, pedagogical relationship, symbolic justice approach and the obstacles for the construction of learner's identity at school. Finally, the bonds between learner's identity, pedagogical relationship are shown, and their incidence in school learning trajectories, grounded from a cultural and intersubjective comprehension of the issue.