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Please use this identifier to cite or link to this item: https://hdl.handle.net/2445/216294
El uso de las redes sociales digitales para jóvenes en centros residenciales de acción educativa y pisos asistidos: cómo afecta la construcción de la subjetividad de los y las jóvenes
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[spa] Para los y las jóvenes que conviven en estructuras residenciales asociadas a la protección de la infancia y adolescencia en Catalunya, el paso de la minoría a la mayoría de edad corresponde a la obligación de emancipación, a pesar de encontrarse en situaciones sociales y educativas de vulnerabilidad. La investigación doctoral se centra en el uso de redes sociales digitales (RSD) por parte de los y las jóvenes que residen en Centros Residenciales de Acción Educativa (CRAE) o Pisos Asistidos (PA) de Barcelona, y su efecto en la construcción de su subjetividad durante su proceso de emancipación. Las redes sociales irrumpen en el orden institucional y sus usos ocurren fuera de la supervisión educativa. Utilizando un enfoque etnográfico que combina observaciones de los perfiles en RSD, con entrevistas y grupos focales de 24 jóvenes y educadores, se explora cómo las prácticas en RSD influyen en el desarrollo de la subjetividad. Los resultados indican que la exposición íntima en perfiles puede asociarse con situaciones de riesgo, pero también que las RSD pueden ser un recurso para construir autonomía más allá de la vulnerabilidad social, con el respaldo de comunidades virtuales. La construcción subjetiva en las RSD revela estrategias, conexiones con intereses personales y pertenencia a comunidades, facilitando la formación de una identidad coherente. Aunque se prefiere el espacio físico, las redes sociales permiten ampliar el apoyo más allá de la residencia educativa, ofreciendo nuevas posibilidades para la educación social. Esto sugiere que las RSD pueden ser un recurso educativo valioso para los y las educadores sociales, contribuyendo a la construcción de autonomía juvenil fuera del centro residencial.
[eng] For young people who live in residential structures associated with the protection of childhood and adolescence in Catalonia, the transition from minority to majority corresponds to the obligation of emancipation, despite finding themselves in vulnerable social and educational situations. The doctoral research focuses on the use of digital social networks (DSN) by young people who reside in residential educational action centers or assisted apartments in Barcelona, and its effect on the construction of their subjectivity during their emancipation process. Social networks break into the institutional order and their uses occur outside of educational supervision. Using an ethnographic approach that combines observations of DSN profiles, with interviews and focus groups of 24 young people and educators, the research explores how practices on social networks influence the development of subjectivity. The results indicate that intimate exposure in profiles can be associated with risk situations, but also that DSN can be a resource to build autonomy beyond social vulnerability, with the support of virtual communities. The subjective construction in DSN reveals strategies, connections with personal interests and belonging to communities, facilitating the formation of a coherent identity. Although physical space is preferred, social networks allow support to be expanded beyond the educational residence, offering new possibilities for social education. This suggests that DSN can be a valuable educational resource for social educators, contributing to the construction of youth autonomy outside the residential center.
[eng] For young people who live in residential structures associated with the protection of childhood and adolescence in Catalonia, the transition from minority to majority corresponds to the obligation of emancipation, despite finding themselves in vulnerable social and educational situations. The doctoral research focuses on the use of digital social networks (DSN) by young people who reside in residential educational action centers or assisted apartments in Barcelona, and its effect on the construction of their subjectivity during their emancipation process. Social networks break into the institutional order and their uses occur outside of educational supervision. Using an ethnographic approach that combines observations of DSN profiles, with interviews and focus groups of 24 young people and educators, the research explores how practices on social networks influence the development of subjectivity. The results indicate that intimate exposure in profiles can be associated with risk situations, but also that DSN can be a resource to build autonomy beyond social vulnerability, with the support of virtual communities. The subjective construction in DSN reveals strategies, connections with personal interests and belonging to communities, facilitating the formation of a coherent identity. Although physical space is preferred, social networks allow support to be expanded beyond the educational residence, offering new possibilities for social education. This suggests that DSN can be a valuable educational resource for social educators, contributing to the construction of youth autonomy outside the residential center.
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PROLA, Thomas André. El uso de las redes sociales digitales para jóvenes en centros residenciales de acción educativa y pisos asistidos: cómo afecta la construcción de la subjetividad de los y las jóvenes. [consulted: 11 of August of 2026]. Available at: https://hdl.handle.net/2445/216294