The Learning System and Young People's Transition from School to the Labour World. The Relation with Knowledge: forms and identity temporalities
Almeida, Maria Sidalina
Social Work Instituto Superior de Serviço Social do Porto Senhora da Hora, Portugal
Summary: Emphasizing the transition paths dynamics of youngsters belonging to a more popular social environment and considering youth as a unique phase in the course of life concerning socialization and identifying construction processes, we consider the subjective pathways as a fundamental dimension for the building up of their own paths. We consider that operations of sense production by the youngsters send for a transitory order that overcomes chronological time as much as this transitory order articulates simultaneously a present time, a time of new significance of the past and a time of future projection. The transition experiences into the labour world are for us understood as subjective practices, being our analysis focused upon the recurring build up of the relationship with knowledge and upon an identifying recurring build up operated during the transition period through the frequency of a transition device - the apprenticeship system. What concerns the youngster's recurrent enrolment for training activities as a system based on apprenticeship to integrate labour world, that is, to the knowledge and to the professional activities of occupation were considered, not only, the anticipation capacity of professional projects as, it became the condition itself so that youngster were also able to "recurrently enrol" themselves in a school and for studies, allowing them to have access to a high level school certificate. Regarding the value labour, this "recurrent enrolment" in a school and for studies starting from training experiences was strongly anchored upon these young ones popular ethos. If this value labour enhanced a continuity with "essence" in its biographical transaction sending for a stable cultural inheritance, also the appropriate school clauses, that took place during regular school period, allowed continuities "of form and essence" crucial to training participation. Therefore if transition time offers a space of "possible opportunities areas" to these young ones it is impossible not to recognize that "the modern is partly made with the old", that the relationship with knowledge is a process and that the identifying construction is permanent.