Desafíos y Resiliencias: Motivaciones, Guía y Persistencia Académica de Estudiantes Indígenas de Primera Generación en el Contexto Universitario Ecuatoriano
DOI:
https://doi.org/10.63122/egd1nq95Resumen
Resumen
A pesar de las barreras sistémicas, financieras y académicas que enfrentan, los estudiantes Indígenas de primera generación demuestran una resiliencia que convierte su trayectoria educativa en una jornada de reivindicación personal, familiar y comunitaria. Este estudio explora las motivaciones, la guía vocacional y las razones que impulsan a 16 estudiantes a persistir en una universidad pública ecuatoriana. A través de entrevistas y análisis temático, la Teoría de la Práctica de Bourdieu sirve para examinar las interacciones entre el habitus, el campo y el capital que caracterizan la formación universitaria de este grupo estudiantil. Las narrativas demuestran que, incluso frente a la falta de guía vocacional y las restricciones del sistema educativo, los estudiantes encuentran en la familia su fuente de motivación para movilizar sus capitales, que son los anclajes fundamentales para su permanencia. Las conclusiones urgen la creación de políticas institucionales que promuevan una universidad más equitativa y transformadora.
Palabras clave: Estudiantes de Primera Generación, Motivación, Habitus, Campo, Capital.
Abstract
Despite multiple systemic, financial, academic and institutional hardships, Indigenous first-generation students demonstrate a resilience that transforms their educational journey into an act of personal, familial, and community emancipation. This study explores the motivation, vocational guidance, and the reasons that empower 16 students to persist in a public Ecuadorian university. Through interviews and thematic analysis, Bourdieu’s Theory of Practice analyses how the interactions between habitus, field and the forms of capital that shape students’ academic trajectories. The narratives suggest that, regardless of the lack of vocational guidance and restrictive admission systems that limit their aspirations, first generation students find in their family, the motivation to mobilize their capitals as powerful pillars for their permanence. The findings highlight the need for institutions to promote equitable policies towards a more equitable and transformative education.
Key words: First-generation students, Motivation, Habitus, Field, Capital
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