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SOLIDARITY, MORAL SCHEMES AND POLITICAL DISPOSITIONS IN YOUNG PEOPLE OF UPPER-CLASS: RESEARCH FINDINGS AT A SCHOOL INGREATER BUENOS AIRES (2014-2015)
This paper presents partial findings from a wider investigation, about how moral education involved in the formation of political subjectivity and dispositions in young students belonging from upper classes. This takes as its object the experiences reported by former high school students in Northern...
This paper presents partial findings from a wider investigation, about how moral education involved in the formation of political subjectivity and dispositions in young students belonging from upper classes. This takes as its object the experiences reported by former high school students in Northern Greater Buenos Aires who participated in a solidarity activity in a poor school in Chaco, and published about it on the Institutional Website Page. The paper analyzes the reports written by young people from the perspective of Bourdieu in dialogue with the studies on the education of upper classes and elites and cultural psychology, focusing on the relationship between moral schemes, emotions and political dispositions. The answer is how involved in these processes this practices centered in "solidarity", considering that this is a key concept which articulates the moral value with a praxis of recognition. In the context of the study, “solidarity” also allowed to rebuild social bonds and common identity after the 2001 crisis, and configured as a milestone among the younger generation, which articulates the moral value with a praxis of recognition. In conclusion, we found that the solidarity offered by the school experience is relevant for the development of a political subjectivity, because: a) It allows students to build moral schemes of the social world based on a meeting with "the other" (the poor) in different conditions that characterize the real meetings between individuals of unequal social classes in their everyday context; b) it confirms and legitimizes the recognition of social class of the participants as active subjects (those giving, donate), and promoting their political dispositions from an humanistic morality, based on their social class membership and not from a political understanding of the fundamentals of social inequality.
