Experiencias clave de aprendizaje de adultos Chilenos en situaciĆ³n de vulnerabilidad: El reconocimiento como motivo de aprendizaje

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dc.contributor.authorValdƩs, Antonia
dc.contributor.authorCastro-Serrano, Borja
dc.date.accessioned2024-09-05T15:49:26Z
dc.date.available2024-09-05T15:49:26Z
dc.date.issued2017
dc.descriptionIndexaciĆ³n: Scopus
dc.description.abstractThis article presents a study focused on key learning experiences of adults living in conditions of social exclusion. The objective was to identify the meanings that 63 Chileans, students at a popular training institute, have about the learning experiences that have marked them the most. Methodologically, through the qualitative analysis of vignettes collected through written questionnaires, we investigated elements of their sense of recognition as learners. The results indicate that most of the key learning experiences relate to searching for recognition themes. These identified experiences allow the subject to connect with different learning motives. In our discussion of findings, we integrate concepts such as recognition, alterity, and subjectivity, aiming to contribute to the processes of reflexivity required in all qualitative research. Ā© 2017 Universidad Austral de Chile.
dc.description.urihttps://www-scielo-cl.recursosbiblioteca.unab.cl/scielo.php?script=sci_arttext&pid=S0718-07052017000300019&lng=en&nrm=iso&tlng=en
dc.identifier.citationEstudios Pedagogicos Volume 43, Issue 3, Pages 325 - 3392017
dc.identifier.doi10.4067/S0718-07052017000300019
dc.identifier.issn0716-050X
dc.identifier.urihttps://repositorio.unab.cl/handle/ria/59862
dc.language.isoes
dc.publisherUniversidad Austral de Chile
dc.rights.licenseAttribution 4.0 International CC BY 4.0 Deed
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/deed.en
dc.subjectEthics
dc.subjectLearner identity
dc.subjectMotifs
dc.subjectRecognition
dc.titleExperiencias clave de aprendizaje de adultos Chilenos en situaciĆ³n de vulnerabilidad: El reconocimiento como motivo de aprendizaje
dc.title.alternativeKey learning experiences of Chilean adults in situations of vulnerability: Recognition as a reason for learning
dc.typeArtĆ­culo
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