Key learning experiences of Chilean adults in situations of vulnerability: Recognition as a reason for learning

Valdés, AntoniaCastro-Serrano, Borja2024-09-052024-09-052017Estudios Pedagogicos Volume 43, Issue 3, Pages 325 - 33920170716-050Xhttps://repositorio.unab.cl/handle/ria/59862Indexación: ScopusThis 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. © 2017 Universidad Austral de Chile.esEthicsLearner identityMotifsRecognitionKey learning experiences of Chilean adults in situations of vulnerability: Recognition as a reason for learning[Experiencias clave de aprendizaje de adultos Chilenos en situación de vulnerabilidad: El reconocimiento como motivo de aprendizaje]ArtículoAttribution 4.0 International CC BY 4.0 Deed10.4067/S0718-07052017000300019