“Tras las huellas”: los entretelones de una etnografía sobre juventudes y educación secundaria rural

Abstract

We analyze the theoretical-methodological strategies deployed in the framework of a research carried out from the histori- cal-ethnographic approach. It set out to understand the transformations in the training experiences of rural youth in a context of extension of compulsory schooling in Argentina. We position ourselves in a tradition of anthropology and education studies that is interested in the daily and experiential dimension of the subjects from a relational perspective. In addition to developing the foundations of the approach, we focus on the privileged data production strategies, the different positions assumed by the researcher, and the analysis and writing process carried out during ethnography. We conclude that this approach means valuable contributions to the understanding of educational problems based on the possibility of including local knowledge, at the same time, that it means challenges on which it is necessary to reflect.