Meaning of the Insertion Process into University Life: From the Perspective of Learning as a Social Practice

Abstract

The present article seeks to reflect on the university insertion, considering the new profile of students who have access to university education in Chile in recent years. In first part describes the understandings and approaches that the theme of university insertion has had, which have focused on the permanence of students in the study programs, privileging categories and indicators such as university retention or dropout, over a understanding of students' subjective experiences in specific learning contexts and practices. In the second part, we seek to deepen from a historical-cultural approach, in the experience of the university insertion understood as a learning and social practice, from where the subjectivation of the university student and his/her decisions of permanence in the educational system are configured. These reflections ground the importance of future lines of research in the meanings of the university insertion from the perspective of the students.