25 de Marzo de 2019
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Colección: La Educación
Número: (129-131) I,III
Año: 1998


This article presents the educational trajectories and life stories of several secondary school students from an agricultural town located in the Andean region of Venezuela. The author draws on ethnographic research to explore the cultural bases for and implications of high rates of female achievement and male drop-out in that community. She interprets girls’ achievement and boys’ failure as based in pedagogical practices rewarding stereotypically female classroom behavior and study habits, combined with a local culture and economy that encourages teenaged boys to leave school and engage in work and “street” activities.  The article challenges several assumptions of reproductionist and resistance theories of education, countering the assumption that the educational system reproduces social inequalities by promoting the academic success of dominant groups, and questioning the predictability of the relationship between school achievement and life trajectory.