Technologies, youth and territory: training experiences in vulnerable contexts in San Salvador de Jujuy

Abstract

This article analyzes the educational trajectories of young people living in vulnerable urban contexts in the city of San Salvador de Jujuy (Argentina), focusing on two emblematic neighborhoods: Punta Diamante and Alto Comedero. Within the framework of critical sociocultural studies on youth, education, and territory, and from a situated and empirical perspective, the educational experiences of working-class youth are investigated in light of three interrelated gaps: digital, educational-territorial relevance, and youth participation in public policies. The research originates from the observation of a mismatch between the material and symbolic conditions these young people experience and the available training policies, which in many cases fail to enable processes of social, productive, and civic inclusion. The objective of this paper is to critically analyze the conditions of access, retention, and meaningful appropriation of the training proposals available to these youth groups, considering their expectations, obstacles, and aspirations. Methodologically, this is an exploratory-descriptive study that combines quantitative and qualitative tools. A total of 127 surveys were conducted, distributed using digital forms and in-person interviews. Among the main findings, there is a persistent inequality in qualitative access to technologies, a poor fit between training offerings and territorial dynamics, and limited effective participation of young people in the design of educational proposals. The study thus contributes to highlighting structural tensions and pending challenges in the design of more inclusive, contextualized, and emancipatory training policies.