Navarro Bulgarelli, Mauricio Javier (2022) The guidance received by young people with a migratory background who attend university during their secondary school trajectories in Italy. [Tesi di dottorato]

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This thesis is presented as research in the pedagogy field from the interpretative idea that secondary teachers influence and can guide the life choices of their students with a migratory background. In this study, by students with a migratory background, we understand those students who attend secondary schools in Italy without having Italian citizenship and whose parents were born abroad. The study focuses on students’ narratives, the meaning they attach to the school experience, and their accounts of guidance received at secondary school. This qualitative study is based on a grounded theory design within an interpretative paradigm. We used narrative autobiographical techniques, focus groups, interviews, and open-ended questionaries for recollecting data. The theoretical sampling saturation (as proposed in the grounded theory design) was achieved with the participation of fifteen university students with a migratory background and fourteen secondary teachers. The general pedagogical research questions that guided this thesis were, -What were the meanings that students with migratory backgrounds who attended university in Italy gave to their school experiences and their accounts of guidance received at secondary school? -How did teachers in formal and non-formal education institutions influence their life choices? - What needs and suggestions are highlighted in their narratives for the practice of guidance at school? The general objective was to understand the meanings that students with a migratory background who attended university in Italy gave to their guidance experiences lived at the time they were in secondary schools in Italy. A theoretical framework for the study is presented regarding vocational guidance approaches, an international overview of policies for teachers in guidance roles, a view of guidance in Italy, the whole school approach to guidance, Freirean critical pedagogy principles, maieutic as a pedagogical device, educational relationships between teachers-students as transactions, among others. The data analysis was made using the Nvivo software and arrived at a final core category named “The awareness of teachers in their guidance role.” The grounded theory proposed at the end of the study includes thematic such as the guidance needs of students with a migratory background, the vocational guidance for all students, the guidance within relationships teachers can build with their students, and using pedagogical interventions for guidance. Among the main conclusions are that teachers can develop guidance activities but also guide their students within their excellent relationships with them. Furthermore, teachers can also guide their students by using the career guidance didactics and showing some attitudes discussed in the thesis. In addition, even though there is no need for a specific pedagogy for students with a migratory background, teachers should be aware of migrant students’ particular life histories, cultural features, and needs. Moreover, schools can promote using some pedagogical inclusion activities mentioned in the study. At the end of the thesis, a pedagogical proposal for secondary school teachers is presented, with the name: “Teaching as building bridges. Guidelines in the teachers’ vocational and inclusion guidance role.”

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