Students’ perceptions around the experience of completing secondary education in institutions of the Program of Permanent Education for the Young and Adults in San Luis

Abstract

This paper, which come from a fieldwork carried out by the research named “Public policies for the Permanent Education for Youth and Adults (EPJA) secondary level in San Luis from 2006 at the actuality and the students senses about the experience” presented in december 2019 to access to Master’s Degree in Society and Institutions (FCEJS -UNSL). Here we focus on the analysis of the senses attributed by students to the experience of attending secondary school at EPJA, organized in three main categories: senses around the links with others,senses around the links with the worldand sense in relation to themselves(Mélich, 2006).With the first one it was possible to visualize the value they give to face to face links in the experience. About the latter, the transit through the secondary school enabled them to access knowledge that they recover as valuable and that they find useful for their daily lives and for think more critically the world. Furthermore, the experience promoted new senses in relation to themselves because since after passing for the secondary school in EPJA they feel more capable to design new future plans. Recovering this voices allowed access to the subjective way in which each one means the world, reinterprets it, reworks it and prints new senses and put into dialogue with the broader discourses of the public policies for the modality.