El self curricular como dispositivo para pensar la persistencia en la educación de adultos

Abstract

This article presents the results of the project “Curricular self in adult education: reflections on persistence in the training process”, the main objective of which was to reconstruct, through oral and written narration, the stories of adult education students, highlighting their reasons for abandoning and / or persisting in their studies. The methodology used was qualitative in nature drawing on an autobiographical study, based on Pinar, a scholar of the curriculum who introduced the subject of autobiography to talk about lived experiences of the curriculum. The results reveal that the curricular self is an important device to create bridges between the subjective and the social, favoring a shared understanding of the different school trajectories experienced by adult students. It was a strategy to capture the narrative curriculum, revealing the different barriers faced by students to persist in their training processes.