Agency and reflexivity in educational transitions: a longitudinal study with a young student
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Abstract
Objective. To analyze the production of meanings in positions generated longitudinally in the transition from high school to university, intersecting the pandemic context. Method. The multimethod case study occurred over the course of 25 months. The student participated in four different moments, each with three interviews – open, with an objetct, and semistructured, submitted to a dialogic thematic analysis. Results. Making friends, seeking and offering support, self-questioning, and investing oneself in leisure activities actualized personal interpretations while coming and going between different space-times (chronotopes) of school, family, and cyberspace. Throughout the transition, dynamogenic actions interplayed with significant others shifted the participant's agency from participatory to authorial-transformative, displacing the student´s positions from freshman to veteran and future professional. In this process, his interpretations, transformed by reflexivity, generated changes from participatory agency to the authorial transformation of himself in the shared spaces. During pandemics, uncertainties based on the known past generated ambivalences. He produced the I-positions as an isolated university student in intermittent attempts at self-care, routine modifications, and professional education. Abrupt spatiotemporal ruptures in everyday life shifted to cyberspace and transformed educational transitions into liminalities. Conclusion. The unpredictability of changes temporally extended during the ongoing pandemic crisis may jeopardize mental health, increasing disruptions in transitions and future decisions.
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