Este artigo tem por objetivos explorar de que forma os elos estabelecidos nas esferas de sociabilidade em que os jovens estão inseridos se articulam e afetam as suas trajetórias educacionais, provocando mudanças ou fortalecendo sua direção inicial, e em que medida situações de crise podem afetar sua relação com esses elos e, consequentemente, seus percursos. Diferenças em termos de atributos individuais e de dimensões socioeconômicas e culturais influenciam as trajetórias escolares. No entanto, identificamos jovens com atributos e condições socioeconômicas similares, mas trajetórias distintas. Nesses casos, as relações estabelecidas com os elos das esferas de sociabilidade e as formas como lidaram com as situações de crise parecem explicar as diferenças encontradas.
The paper aims at exploring how the connections established in the youngsters’ spheres of sociability affect their educational trajectories, either provoking changes or strengthening their initial orientation. It deals as well as with the discussion related to the extent in which situations of crisis can affect their relation with those connections and, consequently, the course of their educational development. Although limited to a single school, the study found heterogeneity among respondents in terms of their individual attributes and the socioeconomic and cultural dimensions characterizing them, factors that influence the educational trajectories. However, young people were identified with similar socioeconomic and cultural conditions, but with distinct trajectories. In these cases, the differences found can be explained by the relationship established with connections in spheres of sociability and the ways in which crisis situations were dealt with.
Cet article propose de voir si les liens établis par les jeunes dans les sphères de sociabilité où ils sont insérés ont des conséquences sur leurs trajectoires éducatives, autrement dit s’ils les modifient ou les consolident. Il vise à comprendre dans quelle mesure des situations de crise peuvent affecter leur rapport à ces liens et, par voie de conséquence, leurs parcours scolaires. Il apparaît que des différences en termes de caractéristiques individuelles et de dimensions socio-économico-culturelles influencent les trajectoires scolaires. Néanmoins, il existe aussi des jeunes aux caractéristiques et aux dimensions similaires mais aux trajectoires différentes. Dans ces cas-là, les relations établies avec les liens des sphères de sociabilité et la manière de faire face aux situations de crise semblent expliquer les différences observées.
