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The aim of this paper is to make a qualitative assessment of youthful transitions when finishing secondary school. The main issue addressed by this work revolves around the way in which the young undergo this process while attending their last year of secondary education. The analysis was performed by considering the youth collective’s experiences and post-secondary expectations, which are largely connected with their unique vision in relation to the future they discern for themselves in local scenarios. An in-depth survey was conducted among a purposive sample of young people that attended state-run secondary schools during the 2016-2017 school years. The interviews enquired into the assessment, meanings, feelings, wishes and mandates that characterise this turning point. The findings of the study were then classified into four encompassing categories: educational, socioeconomic, personal, and cultural. [ABSTRACT FROM AUTHOR]

Gender and women's studies have become more visible in recent years. A tangible advance not only in academic terms, but also at a social and educational level. Although these issues have gained notoriety in our country, we note that this does not affect the same intensity in the educational field. At secondary level, these issues enter preferably from the hand of the Comprehensive Sexual Education Law (Law No. 26,150) although this does not happen systematically. We ask ourselves then about the History that is taught not only in high school, but also at University. Within this framework, we promptly inquire into the entry of these issues within the History Teachers Program at the National University of La Plata. In sum, this is a paper that tries to question which historical subjects regain voice in the teaching of university History and at the same time it presents the curriculum as a cultural, historical and gendered device. [ABSTRACT FROM AUTHOR]