Educational paths and experiences in socially contrasting schools [Trayectorias y vivencias escolares en colegios socialmente contrastantes]

Quaresmaa M.L.; Abrantes P.; Lopes J.T.

dc.contributor.author	Quaresmaa M.L.
dc.contributor.author	Abrantes P.
dc.contributor.author	Lopes J.T.
dc.date.accessioned	2020-09-02T22:26:27Z
dc.date.available	2020-09-02T22:26:27Z
dc.date.issued	2018
dc.identifier	10.29092/uacm.v15i38.664
dc.identifier.citation	15, 38, 365-386
dc.identifier.issn	18700063
dc.identifier.uri	https://hdl.handle.net/20.500.12728/5924
dc.description	Based on a research in Portugal about students who attend two types of highly differentiated schools (private elite schools and public schools located in marginalized areas), we will discuss the school socialization process and the involvement of families and students regarding the educational mission of those schools, particularly the diversity of relationships when referring to schooling, which is noticeable in the construction of profoundly unequal educational projects. Therefore, the concept of total socialization project is being proposed in order to characterize the kinds of bonds with the school, in elite institutions, and the concept of parceling socialization is being used to characterize the Educational Territories of Prior Intervention. © 2018, Universidad Nacional Autonoma de Mexico. All rights reserved.
dc.language.iso	es
dc.publisher	Universidad Nacional Autonoma de Mexico
dc.subject	Private schools
dc.subject	Public schools
dc.subject	Schools’ mission statements
dc.subject	Schools’ social inequalities
dc.subject	Socialization
dc.title	Educational paths and experiences in socially contrasting schools [Trayectorias y vivencias escolares en colegios socialmente contrastantes]
dc.type	Article

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Educational paths and experiences in socially contrasting schools [Trayectorias y vivencias escolares en colegios socialmente contrastantes]

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