Editorial: Capacidad de navegación en condiciones de vulnerabilidad. Jóvenes entre escuela, formación y trabajo en dos continentes
DOI:
https://doi.org/10.30827/profesorado.v26i3.26244Resumo
Investigar experiencias de transición entre fases de la vida, particularmente en momentos de cambios profundos, ayuda a comprender las estructuras y las relaciones más profundas de las sociedades (Walther et al., 2022). Mientras que la juventud, la adultez y la vejez se distinguían claramente a mediados del siglo XX, más adelante la adultez se ha encabalgado sobre la juventud, sobre todo porque la transición de la escuela al trabajo ya no es un proceso lineal y unidireccional. Debido a profundas transformaciones socioeconómicas, el mercado laboral y la distribución del ingreso han desdibujado cada vez más estas distinciones.
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Referências
Arza Porras, J., Gil-González, D., Catalá Oltra, L., Francés García, F., González Angulo, M. E., Rodríguez Camacho, M. F., Sanchís Ramón, M. J., Sanz-Barbero, B., Vives-Cases, C., & La Parra Casado, D. (2020). COVID-19 Crisis: Impact on Households of the Roma Community. International Journal of Roma Studies, 2(2), 28. https://doi.org/10.17583/ijrs.2020.6242
Bereményi, B. Á. (2022). Between choices and ‘going with the flow’. Career guidance and Roma young people in Hungary. International Journal for Educational and Vocational Training. https://doi.org/10.1007/s10775-022-09536-0
Bereményi, B. Á., & Hellgren, Z. (2022). ‘Pero luego te arrepientes’. La juventud gitana navegando dilemas de aspiración. Profesorado. Revista de Currículum y Formación del Profesorado. 26(3)
Blustein, D. L., Duffy, R., Ferreira, J. A., Cohen-Scali, V., Cinamon, R. G., & Allan, B. A. (2020). Unemployment in the time of COVID-19: A research agenda. Journal of Vocational Behavior, 119(May), 1–4. https://doi.org/10.1016/j.jvb.2020.103436
Börner, S.; Petersen, N.; Rosa, H.; Stiegler, A. (2020). Paradoxes of late-modern autonomy imperatives: Reconciling individual claims and institutional demands in everyday practice. British Journal of Sociology, 71, 236–252.
Bukodi, E.; Eibl, F.; Buchholz, S.; Marzadro, S.; Minello, A.; Wahler, S.; Blossfeld, H-P:, Erikson, R., & Schizzerotto, A. (2018). Linking the macro to the micro: a multidimensional approach to educational inequalities in four European countries. European Societies. https://doi.org/10.1080/14616696.2017.1329934
Bynner, J., & Parsons, S. (2002). Social Exclusion and the Transition from School to Work: The Case of Young People Not in Education, Employment, or Training (NEET). Journal of Vocational Behavior, 60(2), 289–309. https://doi.org/10.1006/jvbe.2001.1868
Carrasco, S., Ruíz-Haro, I., & Bereményi, B. Á. (2018). No bridges to re-engagement? Exploring compensatory measures for early school leavers in Catalonia (Spain) from a qualitative approach. In L. van Praag, W. Nouwen, R. van Caudenberg, N. Clycq, & C. Timmerman (Eds.), Comparative perspectives on Early School Leaving in the European Union. Taking a multi-methods approach towards a multi-level social phenomenon (pp. 185–199). Routledge.
D’Alessandre, V. (2017). La relación de las y los jóvenes con el sistema educativo ante el nuevo pacto de inclusión en el nivel medio. In N. López, R. Opertti, & C. Vargas Tamez (Eds.), Adolescentes y jóvenes en realidades cambiantes. Notas para repensar la educación secundaria en América Latina (pp. 12–39). UNESCO.
Dahlstedt, M., & Tesfahuney, M. (2010). Speculative Pedagogy: Education, Entrepreneurialism and the Politics of Inclusion in Contemporary Sweden. Journal for Critical Education Policy Studies, 8(2), 250–274.
du Bois-Reymond, M., & López Blasco, A. (2004). Transiciones tipo yo-yo y trayectorias fallidas: hacia las políticas integradas de transición para los jóvenes europeos. Revista de Estudios de Juventud, 65(04), 11–29.
Dwyer, P., Harwood, A., & Tyler, D. (1999). Seeking the Balance: Risks, Choices and Life Priorities in the Life-Patterns Project, 1998-1999. Working Paper (19.).
Ferrari, A. (2020). Losers amongst the Losers: The Welfare Effects of the Great Recession across Cohorts. ECB Working Paper Series (Issue 2509). https://doi.org/10.2866/04523
Furlong, A. (2009). Reconceptualizing youth and young adulthood. In A. Furlong (Ed.), Handbook of Youth and Young Adulthood. New Perspectives and agendas (pp. 1–2). Routledge. https://doi.org/10.1111/j.1469-5812.2000.tb00461.x
Hall, P. A. (2014). Varieties of capitalism in light of the euro crisis. West European Politics, 37(6), 1223–1243. https://doi.org/10.1080/13501763.2017.1310278
Heinz, W. R. (2009). Youth transitions in an age of uncertainty. In A. Furlong (Ed.), Handbook of Youth and Young Adulthood. New perspectives and agendas (pp. 3–14). Routledge.
Jacinto, C. (2017). Redistribución y afectividad como dimensiones de la justicia social. Las intervenciones del tercer sector en las transiciones de la educación al trabajo. Profesorado. Revista de Currículum y Formación del Profesorado, 21(4), 177–195.
Korunovska, N., & Jovanovic, Z. (2020). Roma in the Covid-19 crisis. An Early Warning from Six EU Member States. Open Society Foundations.
Lipman, P. (2004). High stakes education: Inequality, globalization, and urban school reform. Routledge.
Martínez Franzoni, J., & Sánchez- Alcolea, D. (2014). The Double Challenge of Market and Social Incorporation: Progress and Bottlenecks in Latin America. Development Policy Review, 24(3), 275–298.
O’Reilly, J., Leschke, J., Ortlieb, R., Seeleib-Kaiser, M., & Villa, P. (2019). Comparing youth transitions in Europe. Joblessness, insecurity, institutions, and inequality. In J. O’Reilly, J. Leschke, R. Ortlieb, M. S.- Kaiser, & P. Villa (Eds.), Youth Labor in Transition. Inequalities, Mobility, and Policies in Europe (pp. 1–29). Oxford University Press.
Parreira do Amaral, M., Kovacheva, S., & Rambla, X. (Eds.). (2020). Lifelong learning policies for young adults in Europe. Navigating between Knowledge and Economy. Policy Press, University of Bristol.
Pimlott-Wilson, H. (2017). Individualising the future: the emotional geographies of neoliberal governance in young people’s aspirations. Area, 49(3), 288–295. https://doi.org/10.1111/area.12222
Pohl, A., & Walther, A. (2007). Activating the disadvantaged. Variations in addressing youth transitions across Europe. International Journal of Lifelong Education, 26(5), 533–553. https://doi.org/10.1080/02601370701559631
Rambla, X., Kovacheva, S., & Parreira do Amaral, M. (2020). Between knowledge and economy: lifelong learning policies for young adults in Europe. In M. Parreira do Amaral, S. Kovacheva, & X. Rambla (Eds.), Lifelong Learning Policies for Young Adults in Europe: Navigating between Knowledge and Economy (pp. xvii–xxvii). Policy Press. https://doi.org/10.1332/policypress/9781447350361.002.0008
Roberti, E. (2018). Políticas de Inclusión Socio-Laboral para Jóvenes: Un Análisis de las Trayectorias de Participantes de Programas de Empleo (PROG.R.ES.AR y PJMMT) en el Conurbano Bonaerense. [Tesis de Grado]. Universidad Nacional de La Plata.
Schoon, I.; Bynner, J. (2020). Young people and the Great Recession: Variations in the school-to-work transition in Europe and the United States. Longitudinal and Life Course Studies, 10(2), 153–173.
Stahl, G. (2018). Aspiration paradoxes: working-class student conceptions of power in ‘engines of social mobility’. International Journal of Qualitative Studies in Education, 31(7), 557–571. https://doi.org/10.1080/09518398.2017.1286404
Stauber, B., & Walther, A. (2006). De-standardised pathways to adulthood: European perspectives on informal learning in informal networks. Papers: Revista de Sociologia, 79, 241–262.
Thomson, R., Holland, J., McGrellis, S., Bell, R., Henderson, S., & Sharpe, S. (2004). Inventing adulthoods: a biographical approach to understanding youth citizenship. The Sociological Review, 52(2), 139.
Torres, A., Ponce, V. M., & Valencia, A. C. (2021). Las juventudes mexicanas en el contexto de la Cuarta Transformación. Educación y trabajo. Diálogos Pedagógicos, 18(36), 14–32. https://doi.org/10.22529/dp.2020.18(36)02
Valdebenito, M. J. (2022). Educación y Formación Técnica y Profesional. UNESCO SITEAL.
Vendramini, C. R., Marcassa, L. P., Titton, M., & Conde, S. F. (2017). Escola, trabalho e perspectiva de futuro de jovens estudantes. Revista Ibero-Americana de Estudos em Educação, 12(4), 2155–2176. https://doi.org/10.21723/riaee.v12.n4.out./dez.2017.8839
Vigh, H. (2009). Motion squared. A second look at the concept of social navigation. Anthropological Theory, 9(4), 419–438. https://doi.org/10.1177/1463499609356044
Walther, A. (2005). Active Participation and Informal Learning in Young People’s Transitions to the Labour Market. New Perspectives for Learning - Briefing Paper, 51, 1–5.
Walther, A. (2017). Support across life course regimes. A comparative model of social work as construction of social problems, needs, and rights. Journal of Social Work, 17(3), 277–301. https://doi.org/10.1177/1468017316640195
Walther, A., Stauber, B., Biggart, A., du Bois-Reymond, M., Furlong, A., Blasco, A. L., Morch, S., & Paris, J. M. (Eds.). (2002). Misleading Trajectories. Integration Policies for Young Adults in Europe? Springer. https://doi.org/10.1007/978-3-663-10808-5
Wyn, J. (2009). Educating for late modernity. In A. Furlong (Ed.), Handbook of Youth and Young Adulthood. New perspectives and agendas (pp. 97–104). Routledge.
Bereményi, B. Á. (2022). Between choices and ‘going with the flow’. Career guidance and Roma young people in Hungary. International Journal for Educational and Vocational Training. https://doi.org/10.1007/s10775-022-09536-0
Bereményi, B. Á., & Hellgren, Z. (2022). ‘Pero luego te arrepientes’. La juventud gitana navegando dilemas de aspiración. Profesorado. Revista de Currículum y Formación del Profesorado. 26(3)
Blustein, D. L., Duffy, R., Ferreira, J. A., Cohen-Scali, V., Cinamon, R. G., & Allan, B. A. (2020). Unemployment in the time of COVID-19: A research agenda. Journal of Vocational Behavior, 119(May), 1–4. https://doi.org/10.1016/j.jvb.2020.103436
Börner, S.; Petersen, N.; Rosa, H.; Stiegler, A. (2020). Paradoxes of late-modern autonomy imperatives: Reconciling individual claims and institutional demands in everyday practice. British Journal of Sociology, 71, 236–252.
Bukodi, E.; Eibl, F.; Buchholz, S.; Marzadro, S.; Minello, A.; Wahler, S.; Blossfeld, H-P:, Erikson, R., & Schizzerotto, A. (2018). Linking the macro to the micro: a multidimensional approach to educational inequalities in four European countries. European Societies. https://doi.org/10.1080/14616696.2017.1329934
Bynner, J., & Parsons, S. (2002). Social Exclusion and the Transition from School to Work: The Case of Young People Not in Education, Employment, or Training (NEET). Journal of Vocational Behavior, 60(2), 289–309. https://doi.org/10.1006/jvbe.2001.1868
Carrasco, S., Ruíz-Haro, I., & Bereményi, B. Á. (2018). No bridges to re-engagement? Exploring compensatory measures for early school leavers in Catalonia (Spain) from a qualitative approach. In L. van Praag, W. Nouwen, R. van Caudenberg, N. Clycq, & C. Timmerman (Eds.), Comparative perspectives on Early School Leaving in the European Union. Taking a multi-methods approach towards a multi-level social phenomenon (pp. 185–199). Routledge.
D’Alessandre, V. (2017). La relación de las y los jóvenes con el sistema educativo ante el nuevo pacto de inclusión en el nivel medio. In N. López, R. Opertti, & C. Vargas Tamez (Eds.), Adolescentes y jóvenes en realidades cambiantes. Notas para repensar la educación secundaria en América Latina (pp. 12–39). UNESCO.
Dahlstedt, M., & Tesfahuney, M. (2010). Speculative Pedagogy: Education, Entrepreneurialism and the Politics of Inclusion in Contemporary Sweden. Journal for Critical Education Policy Studies, 8(2), 250–274.
du Bois-Reymond, M., & López Blasco, A. (2004). Transiciones tipo yo-yo y trayectorias fallidas: hacia las políticas integradas de transición para los jóvenes europeos. Revista de Estudios de Juventud, 65(04), 11–29.
Dwyer, P., Harwood, A., & Tyler, D. (1999). Seeking the Balance: Risks, Choices and Life Priorities in the Life-Patterns Project, 1998-1999. Working Paper (19.).
Ferrari, A. (2020). Losers amongst the Losers: The Welfare Effects of the Great Recession across Cohorts. ECB Working Paper Series (Issue 2509). https://doi.org/10.2866/04523
Furlong, A. (2009). Reconceptualizing youth and young adulthood. In A. Furlong (Ed.), Handbook of Youth and Young Adulthood. New Perspectives and agendas (pp. 1–2). Routledge. https://doi.org/10.1111/j.1469-5812.2000.tb00461.x
Hall, P. A. (2014). Varieties of capitalism in light of the euro crisis. West European Politics, 37(6), 1223–1243. https://doi.org/10.1080/13501763.2017.1310278
Heinz, W. R. (2009). Youth transitions in an age of uncertainty. In A. Furlong (Ed.), Handbook of Youth and Young Adulthood. New perspectives and agendas (pp. 3–14). Routledge.
Jacinto, C. (2017). Redistribución y afectividad como dimensiones de la justicia social. Las intervenciones del tercer sector en las transiciones de la educación al trabajo. Profesorado. Revista de Currículum y Formación del Profesorado, 21(4), 177–195.
Korunovska, N., & Jovanovic, Z. (2020). Roma in the Covid-19 crisis. An Early Warning from Six EU Member States. Open Society Foundations.
Lipman, P. (2004). High stakes education: Inequality, globalization, and urban school reform. Routledge.
Martínez Franzoni, J., & Sánchez- Alcolea, D. (2014). The Double Challenge of Market and Social Incorporation: Progress and Bottlenecks in Latin America. Development Policy Review, 24(3), 275–298.
O’Reilly, J., Leschke, J., Ortlieb, R., Seeleib-Kaiser, M., & Villa, P. (2019). Comparing youth transitions in Europe. Joblessness, insecurity, institutions, and inequality. In J. O’Reilly, J. Leschke, R. Ortlieb, M. S.- Kaiser, & P. Villa (Eds.), Youth Labor in Transition. Inequalities, Mobility, and Policies in Europe (pp. 1–29). Oxford University Press.
Parreira do Amaral, M., Kovacheva, S., & Rambla, X. (Eds.). (2020). Lifelong learning policies for young adults in Europe. Navigating between Knowledge and Economy. Policy Press, University of Bristol.
Pimlott-Wilson, H. (2017). Individualising the future: the emotional geographies of neoliberal governance in young people’s aspirations. Area, 49(3), 288–295. https://doi.org/10.1111/area.12222
Pohl, A., & Walther, A. (2007). Activating the disadvantaged. Variations in addressing youth transitions across Europe. International Journal of Lifelong Education, 26(5), 533–553. https://doi.org/10.1080/02601370701559631
Rambla, X., Kovacheva, S., & Parreira do Amaral, M. (2020). Between knowledge and economy: lifelong learning policies for young adults in Europe. In M. Parreira do Amaral, S. Kovacheva, & X. Rambla (Eds.), Lifelong Learning Policies for Young Adults in Europe: Navigating between Knowledge and Economy (pp. xvii–xxvii). Policy Press. https://doi.org/10.1332/policypress/9781447350361.002.0008
Roberti, E. (2018). Políticas de Inclusión Socio-Laboral para Jóvenes: Un Análisis de las Trayectorias de Participantes de Programas de Empleo (PROG.R.ES.AR y PJMMT) en el Conurbano Bonaerense. [Tesis de Grado]. Universidad Nacional de La Plata.
Schoon, I.; Bynner, J. (2020). Young people and the Great Recession: Variations in the school-to-work transition in Europe and the United States. Longitudinal and Life Course Studies, 10(2), 153–173.
Stahl, G. (2018). Aspiration paradoxes: working-class student conceptions of power in ‘engines of social mobility’. International Journal of Qualitative Studies in Education, 31(7), 557–571. https://doi.org/10.1080/09518398.2017.1286404
Stauber, B., & Walther, A. (2006). De-standardised pathways to adulthood: European perspectives on informal learning in informal networks. Papers: Revista de Sociologia, 79, 241–262.
Thomson, R., Holland, J., McGrellis, S., Bell, R., Henderson, S., & Sharpe, S. (2004). Inventing adulthoods: a biographical approach to understanding youth citizenship. The Sociological Review, 52(2), 139.
Torres, A., Ponce, V. M., & Valencia, A. C. (2021). Las juventudes mexicanas en el contexto de la Cuarta Transformación. Educación y trabajo. Diálogos Pedagógicos, 18(36), 14–32. https://doi.org/10.22529/dp.2020.18(36)02
Valdebenito, M. J. (2022). Educación y Formación Técnica y Profesional. UNESCO SITEAL.
Vendramini, C. R., Marcassa, L. P., Titton, M., & Conde, S. F. (2017). Escola, trabalho e perspectiva de futuro de jovens estudantes. Revista Ibero-Americana de Estudos em Educação, 12(4), 2155–2176. https://doi.org/10.21723/riaee.v12.n4.out./dez.2017.8839
Vigh, H. (2009). Motion squared. A second look at the concept of social navigation. Anthropological Theory, 9(4), 419–438. https://doi.org/10.1177/1463499609356044
Walther, A. (2005). Active Participation and Informal Learning in Young People’s Transitions to the Labour Market. New Perspectives for Learning - Briefing Paper, 51, 1–5.
Walther, A. (2017). Support across life course regimes. A comparative model of social work as construction of social problems, needs, and rights. Journal of Social Work, 17(3), 277–301. https://doi.org/10.1177/1468017316640195
Walther, A., Stauber, B., Biggart, A., du Bois-Reymond, M., Furlong, A., Blasco, A. L., Morch, S., & Paris, J. M. (Eds.). (2002). Misleading Trajectories. Integration Policies for Young Adults in Europe? Springer. https://doi.org/10.1007/978-3-663-10808-5
Wyn, J. (2009). Educating for late modernity. In A. Furlong (Ed.), Handbook of Youth and Young Adulthood. New perspectives and agendas (pp. 97–104). Routledge.
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Publicado
2022-10-21
Como Citar
Bereményi, B. Ábel ., & Rambla, X. . (2022). Editorial: Capacidad de navegación en condiciones de vulnerabilidad. Jóvenes entre escuela, formación y trabajo en dos continentes. Profesorado, Revista De Currículum Y Formación Del Profesorado, 26(3), 1–14. https://doi.org/10.30827/profesorado.v26i3.26244
