La “relación con el saber” de los estudiantes: dinámicas de apropiación y relevancia de los contenidos académicos

Rosemeire Reis; Valérie Melin

doi:10.24215/24690090e199

Authors

Rosemeire Reis Universidade Federal de Alagoas, Brasil https://orcid.org/0000-0003-1525-3564
Valérie Melin Université de Lille, France https://orcid.org/0000-0002-2462-4470

DOI:

https://doi.org/10.24215/24690090e199

Keywords:

relationship with knowledge, relevance, biographical approach

Abstract

In the context of mass higher education in France and the diversification of student populations in Brazilian federal universities, it seems necessary to reflect on student training, emphasizing the relationship to knowledge that they construct in order to understand paths often marked by issues of acculturation to university life and the value placed on the content offered. While dropouts and withdrawals are the visible part of the problem and deserve the attention of researchers and educators, it is important to also consider those students who try to meet the expectations of the university system and who manage, somehow, to pass their exams by establishing an instrumental relationship with the content taught. These students are symptomatic of the university's difficulty in rethinking its cultural project to take into account the new audiences that are accessing it (De Certeau, 1974). This article aims to construct a theoretical framework that allows us to address the question of the relationship to knowledge (Charlot, 2021) by reflecting on the challenges of students' appropriation of academic content, exploring its relevance as a criterion for assessing knowledge.

Full-text of the article is available for this locale: Spanish.

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