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En este articulo nos proponemos reflexionar acerca de las caracteristicas que ha ido asumiendo la Extension en la Universidad Nacional de La Plata, recuperando los sentidos que circulan en el cotidiano universitario, tomando dos momentos relevantes, su fundacion y la reforma del estatuto en 2008, debido a que en esta ultima la extension adquiere una dimension distinta que consideramos posibilita nuestros proyectos. En este primer momento combinamos en el analisis distintas fuentes documentales y procuramos poner en evidencia el corrimiento desde una perspectiva de divulgacion y transferencia hacia una perspectiva de derechos. A continuacion, planteamos algunos aspectos que consideramos relevantes para comprender el lugar que viene teniendo la Educacion Fisica en las practicas de extension de nuestra Universidad. Por ultimo, en virtud de un proyecto de extension que venimos desarrollando, desde el ano 2017, con el objetivo general de propiciar la continuidad de trayectorias educativas en jovenes de escuelas secundarias, planteamos algunos argumentos que subrayan la perspectiva teorica y politica que da sentido a nuestra propuesta., In this article we propose to refl ect on the characteristics that the Extension has been assuming at the National University of La Plata, recovering the senses that circulate in the university daily, taking two relevant moments, its foundation and the reform of the statute in 2008, because in the latter the extension acquires a diff erent dimension that we consider enables our projects. In this fi rst moment we combine in the analysis diff erent documentary sources and try to put in In this fi rst moment we combine diff erent documentary sources in the analysis and try to show the change from a disclosure and transfer to a rights perspective. Next, we propose some aspects that we consider relevant to understand the place that Physical Education has been taking in the extension practices of our University. Finally, under an extension project that we have been developing, since 2017, with the general objective of promoting continuity of educational trajectories in high school youth, we put forward some arguments that underline the theoretical and political perspective that gives sense to our proposal., Neste artigo, propomos refl etir sobre as características que a Extensão vem assumindo na Universidade Nacional de La Plata, recuperando os sentidos que circulam no cotidiano universitario, partindo de dois momentos relevantes; a sua fundação e a reforma do estatuto em 2008. O motivo é que neste último a extensão adquire uma dimensão diferente, o que consideramos viabilizar nossos projetos. Neste primeiro momento, combinamos o analise de diferentes fontes documentais e procuramos mostrar a mudança de uma perspectiva centrada na divulgação e transferência, para uma perspectiva de direitos. No segundo, apresenta-se alguns aspectos que consideramos relevantes para entender o lugar que a Educação Física vem ocupando nas práticas de extensão de nossa Universidade. Por último, em virtude de um projeto de extensão que vimos desenvolvendo, desde o 2017, que tem como o objetivo geral promover a continuidade das trajetórias educacionais de jovens do ensino médio, propomos alguns argumentos que sublinham a perspectiva teórica e política que dá sentido à nossa proposta., Facultad de Humanidades y Ciencias de la Educación

This article focuses on different ways in which socially disadvantaged parents engage with their children’s educational experiences, and provides evidence of the role they play in opening or narrowing their children’s access to education. Disadvantaged parents are usually associated with weak or difficult educational trajectories for their children, because of their lower level of economic, cultural, and social capital. Nevertheless, this association does not operate as an automatic mechanism. Indeed, against a backdrop of persisting inequalities, research data show a plurality of intraclass and intragroup dynamics, with disadvantaged parents having diverse ways of avoiding blaming processes, saving dignity, and acting as proactive agents for their children’s educational career.

The present paper introduces the objectives and the design of the project “Governance of Educational Trajectories in Europe” (GOETE) and it presents some findings emerging from a case study conducted in one of the cities involved in the project, Bologna. GOETE project analyzed how educational trajectories of children and young people between the end of primary education and the beginning of post-compulsory routes are regulated in eight different EU-member states: Finland, France, Germany, Italy, Netherlands, Poland, Slovenia and the UK. The research assesses the outcomes of education, taking into account the effects of social inequalities, changes in the governance of education in terms of lifelong learning, knowledge societies and transnational educational spaces. “Life course” perspective provides an interactive understanding of educational processes and addresses the interplay between the institutionalization of individual lives and subjective biographies., Ricerche di Pedagogia e Didattica. Journal of Theories and Research in Education, Vol 11, No 1 (2016)

Parental involvement in education has been a topic of intense debate for many decades. This chapter seeks to analyse how parents and schools cooperate in schools in Europe, which are primarily located in disadvantaged urban areas or enroll students from disadvantaged backgrounds. How is the importance of parent-school cooperation seen by teachers and parents? To what extent and in what ways do parents with low SES cooperate with teachers? How do teachers and parents reflect on their cooperation experiences? And what challenges do teachers and parents encounter in their cooperation? The analysis draws from case studies conducted in 8 European countries (Finland, France, Germany, Italy, the Netherlands, Poland, Slovenia and the UK) within the framework of the Governance of Educational Trajectories in Europe (GOETE) project.

This paper presents the theoretical concepts of educational trajectoriesi that refers to how individuals proceed through different educational stages, how they combine them with other life spheres, how they cope with transitions and how they take decisions regarding their educational career. In the European knowledge societies, it becomes evident the interactions between education and life courses, deriving both from the changes in the human life styles and needs and in the re-conceptualisation of education into (lifelong) learning. European social and educational researches repeatedly warn about the risk that under present conditions learning becomes more than never a powerful factor of social reproduction than of equal opportunities. This paper aims at contributing at the current debate on education and disadvantage, indicating the interactive approach as the most suitable to understand and therefore counteract this misleading effect of education., Ricerche di Pedagogia e Didattica. Journal of Theories and Research in Education, Vol 11, No 1 (2016)

The chapter draws on the results of empirical studies in eight European countries: Finland, France, Germany, Italy, Netherlands, Poland, Slovenia and the United Kingdom (England and Northern Ireland), carried out under the EU-funded GOETE project. It analyses how are internationally circulating policy instruments addressing central problems of schooling shaped and translated, adapted and modified, in institutional relations as well as in the intersection between institution and actors at various levels. Related to this, also on an empirical level, is the question of how subject positions are allocated to individual students especially in the context of educational transitions. How are these allocation processes negotiated, who are the main actors involved, what kind of leverage do they bring into the arena, and how do they interact in the negotiation process. Of special importance are the points of transition and how these correspond to the allocation processes which ultimately indicate future status. In our context, whether or not students and their families feel in charge of their educational trajectories or whether they experience themselves to be powerless in the face of decisions made by someone else, also depends on the allocation politics of their subject positions. The chapter deals with the specific question of how educational trajectories are diverted in the context of a re-signification of ‘the knowledge economy’ and ‘lifelong learning discourses’ through specific policy instruments at a local level.

The chapter draws on the results of empirical studies in eight European countries: Finland, France, Germany, Italy, Netherlands, Poland, Slovenia and the United Kingdom (England and Northern Ireland), carried out under the EU-funded GOETE project. It focuses on how the governance of educational trajectories affects the educational experiences and life courses of the young people in the eight countries, in particular analysing the role of parents and students in the processes and consequences of transitions. In the context of the redistribution of power induced by the processes of governance, the question of parents and students’ participation is paramount. Are these actors concerned by the reforms and in which way? Are they considered as citizens or as users? The chapter discusses to which extent these actors beneficiate from a legitimacy that permits them to participate in the decision process, in the regulation and in the delivery of services.

According to an interactionist perspective, educational trajectories are neither structurally determined nor are they the result of individual (rational) choice. Instead, they emerge from complex negotiation processes between young people and intervening others, particularly teachers and parents, and imply different levels of action and meaning-making. This introduction first presents the overall approach of the European project, Governance of Educational Trajectories in Europe, that analyzes educational trajectories from a life course and governance perspective. Second, it introduces the key concepts cross-cutting the articles in this issue such as transitions, gate-keepers vs. significant others, cooling out, and decision-making before presenting a summary outline of them.