Abstract

The present chapter gives an account of the results of a qualitative study on the impact of the pedagogical relationship (Tezanos, 1983 and Julio, 2014) in the early years of primary education in the continuity of school learning trajectories of children from underprivileged families. This study investigates the obstacles of the pedagogical relationship, specifically those related to the pedagogical practices that interrupt school learning trajectories of these children in their early years of education. Thus the pedagogical relationship becomes the object of study and its unit of analysis are the stories of school learning, narrated (Bolivar, 2008) by the learners themselves (Julio, 2010) who had experienced the interruption of their school learning trajectories.