2: From the Countryside to the City: Subjectivities About Educational Transitions

This chapter presents the results of a research that sought to explore the subjective experience of the transition from rural school education to urban higher education in Chilean youth. A qualitative, exploratory-descriptive and transversal design was used. Chilean youth who attended urban university education in Chile and who came from rural school education participated in this study. The sample size was determined by theoretical saturation. Episodic interviews were conducted based on model. The data were transcribed into text and analyzed through the Grounded Theory method. The results of this study show the subjective experience of moving from rural school education to urban university education. This study constitutes a contribution to the teaching-learning processes in higher education, since it sheds light on the challenges, obstacles and advantages experienced by young people who come from a rural school education when entering urban higher education. The results of this study will allow actions to be taken to work with inclusion and diversity in the classroom in the context of young people who come from different school educational environments.