<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1390-1249</journal-id>
<journal-title><![CDATA[Íconos. Revista de Ciencias Sociales]]></journal-title>
<abbrev-journal-title><![CDATA[Íconos]]></abbrev-journal-title>
<issn>1390-1249</issn>
<publisher>
<publisher-name><![CDATA[FLACSO Ecuador]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1390-12492025000100051</article-id>
<article-id pub-id-type="doi">10.17141/iconos.81.2025.6227</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Identidad laboral y prácticas profesionales en Chile: experiencias en la educación técnica secundaria]]></article-title>
<article-title xml:lang="en"><![CDATA[Labor identity and professional internships in Chile: Experiences in secondary technical education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sepúlveda-Valenzuela.]]></surname>
<given-names><![CDATA[Leandro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Valdebenito-Infante]]></surname>
<given-names><![CDATA[María José]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Alberto Hurtado  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Alberto Hurtado  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2025</year>
</pub-date>
<numero>81</numero>
<fpage>51</fpage>
<lpage>70</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.senescyt.gob.ec/scielo.php?script=sci_arttext&amp;pid=S1390-12492025000100051&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.senescyt.gob.ec/scielo.php?script=sci_abstract&amp;pid=S1390-12492025000100051&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.senescyt.gob.ec/scielo.php?script=sci_pdf&amp;pid=S1390-12492025000100051&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Los estudios sobre la transición sistema educativo-trabajo tradicionalmente se han centrado en las formas en que los y las jóvenes movilizan sus capitales y se adaptan a las condiciones que ofrecen los distintos espacios laborales. Sin embargo, también resulta importante considerar la incidencia del trabajo y de la vida laboral en la reelaboración de las subjetividades y de las relaciones sociales de las nuevas generaciones en los lugares donde inician su experiencia profesional. En este artículo se analiza esta preocupación a partir de la incidencia de la práctica profesional en la educación técnica secundaria en Chile. Los dispositivos institucionales de intermediación y los agentes que participan en su implementación juegan un rol relevante en la transición educación-trabajo, pero, paradójicamente existe escasa investigación sobre estos actores, acerca de los procesos y de casi todo lo relacionado con sus logros y debilidades. Se ahonda en este tema mediante un enfoque cualitativo en una muestra de establecimientos educativos técnico-profesionales en Santiago de Chile. Con base en entrevistas semiestructuradas a docentes y a egresados y egresadas, se describen los principales mecanismos de gestión de las prácticas profesionales. Se concluye que, si bien son criticables las condiciones de implementación, existe una alta valoración de estas prácticas como inducción al mundo del trabajo, especialmente por el aprendizaje social contenido en tales experiencias.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Studies on the education-work transition have traditionally focused on the ways in which young people mobilize their capital and adapt to the conditions offered by distinct workplaces. However, it is also important to consider the impact of work and working life on the transformation of the subjectivities and social relations of new generations in the places where they begin their professional experience. This article analyzes this issue based on professional internships in secondary technical education in Chile. Institutional intermediation mechanisms and the agents that participate in their implementation play a significant role in the education-work transition, but, paradoxically, there is little research on these actors, on the processes and on almost everything related to their achievements and weaknesses. This topic is explored through a qualitative approach in a sample of technical-professional educational establishments in Santiago, Chile. Based on semi-structured interviews with teachers and graduates, the main mechanisms of management of the professional internships are described. It is concluded that, although the conditions of implementation are open to criticism, there is a high valuation of these internships as an induction into the world of work, especially because of the social learning that such experiences entail.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[docentes]]></kwd>
<kwd lng="es"><![CDATA[educación técnico-profesional]]></kwd>
<kwd lng="es"><![CDATA[estudiantes]]></kwd>
<kwd lng="es"><![CDATA[práctica profesional]]></kwd>
<kwd lng="es"><![CDATA[subjetividades]]></kwd>
<kwd lng="es"><![CDATA[transición educación-trabajo]]></kwd>
<kwd lng="en"><![CDATA[teachers]]></kwd>
<kwd lng="en"><![CDATA[vocational-professional education]]></kwd>
<kwd lng="en"><![CDATA[students]]></kwd>
<kwd lng="en"><![CDATA[professional internship]]></kwd>
<kwd lng="en"><![CDATA[subjectivities]]></kwd>
<kwd lng="en"><![CDATA[education-work transition]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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