La memoria narrada en experiencias de desenganche escolar: Por un conocimiento situado para la mejora educativa

Abstract

The objective of this paper is centered on the analysis of the role of memory in the processes of narrating experiences of school disengagement. It starts from a review of memory, highlighting its hermeneutical dimension, which gives it its narrative value of an epistemic nature. The narrated memory offers the situated knowledge that the privileged epistemic subject constructs. From this approach, memory is approached in qualitative research and in narrative approaches, methodology in which the study presented is framed. Ethnographic interviews have been carried out with teenager and young people who have experienced school disengagement. The results achieved allow us to identify the memory enclaves that are relevant in the experiences of school disengagement: the parts of discipline and expulsions, teachers, classmates, subjects, exams, transition from primary to secondary and self-image. This route allows to conclude that the situated knowledge, sustained in the narrated memory, can help to improve education to guarantee equity and inclusion