Dynamics of the construction of agency and identity during the transition from primary to secondary school in students in Colombia

• Danna Aristizábal ^[1] ; Silviane Barbato ^[2]
  1. [1] identity, transitions, development, school, reflexivity
  2. [2] identidad, transiciones, desarrollo, escuela, reflexividad
• Localización: Journal for the Study of Education and Development, Infancia y Aprendizaje, ISSN-e 1578-4126, ISSN 0210-3702, Vol. 47, Nº 4 (Identity construction in education: Positioning and agency of students and teachers), 2024, págs. 686-710
• Idioma: inglés
• DOI: 10.1177/02103702241286406
• Títulos paralelos:
  • Dinámicas de construcción de agencialidad e identidad durante la transición de la primaria a la secundaria en estudiantes en Colombia
• Enlaces
  • Texto completo
• Resumen
  • español

    En este estudio se analizan las dinámicas de construcción de agencialidad e identidad de un niño y una niña, durante el periodo de transición de la escuela primaria a secundaria y el momento de inicio de la adolescencia en una escuela en Colombia. Con principios de la Teoría fundamentada, se recolectaron entrevistas y observaciones, se realizó análisis temático y microgenético para identificar temas en tensión, funciones y orientaciones de cambio y dinámicas de reflexividad y agencialidad. Los resultados mostraron transformación de significados y posicionamientos en reflexividad sobre pertenecer o hacer parte del grupo social en la escuela, que movilizan el desarrollo de la agencialidad, tanto para identificarse, como para diferenciarse. Las dinámicas de agencialidad<>reflexividad aparecieron articuladas a procesos de construcción identitaria en medio de desafíos de las transiciones escolar y del desarrollo. Se discuten los hallazgos y sus implicaciones en términos de los cambios y transformaciones para la construcción de mapeos del desarrollo de agencialidad, así como de las posibles discusiones alrededor de los modelos educativos tradicionales kantianos.

  • English

    This study analyses the dynamics of the construction of agency and identity in one boy and one girl during the transitional period between primary and secondary school and the time when they embark on adolescence in a school in Colombia. Drawing from the principles of Grounded Theory, interviews and observations were conducted. The analysis applied a thematic and microgenetic analysis to identify issues in tension, functions, directions of change and dynamics of reflexivity and agency. The results showed a transformation of meanings and positionings in reflexivity on belonging to or being part of a social group at school, which mobilized the development of agency for both identifying and differentiating oneself. The agency<>reflexivity dynamics were articulated in identity construction processes in the midst of the challenges of school transitions and development. We discuss the findings and their implications in terms of changes and transformations to construct maps of agency development, as well as the possible discussions around the traditional Kantian educational models.

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