The article presents an excerpt from research carried out with university students in which the focus was centered on the trajectory of training of university students, the insertion in higher education and the marks of school cultures and school mathematics in these trajectories.
I bring to the appreciation in this text the narratives of the experiences of two students who participated in the research that study Pharmacy and Nursing at the University of São Francisco (USF), Campus of Bragança Paulista.
In this study, I consider the trajectory of formation the path taken by students in the basic school until insertion in higher education, including the concept of trajectory from Schütze (2010). For the author, the term refers to the structures in the course of individual life, starting from the thesis that “there are elementary forms which, in principle (even if they present only a few vestiges), can be found in many biographies” .
The research is a qualitative approach approaching biographical studies in education, having as methodological instruments narrative interviews and audio-recording of discussion groups, whose encounters generated oral narratives.
The focus of this study focuses on the life and training narratives of young university students about their trajectories of formation, in terms of identifying the brands that bring in the trajectory, specifically the marks of school mathematics and school cultures and the process of insertion in higher education. This problem has pertinent contours to the trajectories of training of Brazilian young people who are inserted in the higher education of the country, in particular, higher education of the private sector.
It is also important to identify the representation of the school mathematics and their respective brands in the course of these young students, understanding the insertion in higher education as a continuity of the training trajectory, corroborating the profile of what it is to be a university student.
In this sense it is the question: What are the marks of the school culture that young people bring in their memory in the trajectory of formation? What do they tell about school? This will be the focus of this chapter.
The research has as objective to know the trajectories of training of young university students and the pathways for insertion in higher education, and as specific objectives:
 To know the marks of the school cultures in the trajectory of formation of the university students;
 Identify the determinants of the training path for the insertion of these young people into higher education.
The subject is relevant through the need to understand the conditions that currently exist for young Brazilians, regarding the continuity of their studies, in addition to basic education. The training trajectory, for some young people, does not end with high school leaving; many plead for higher education and, failing to do so, leave for technical and vocational training, considering their economic needs, social pressures, family, as well as the personal search for specific training.

To look at the training paths of these university students is to understand that the process of insertion in higher education is a continuation of their trajectory, taking into account that they are students who have traveled in entry into the private university, through determinants of their own trajectory.
I passed the school and got to the university!
I have always been a good student, I have always been very dedicated, since I started to speak and read very early, even before going to school. I feel I had a good education; my teachers always liked me, because I’ve always been very
studious, but I changed a lot of school, because I had some problems in the schools that I passed. I suffered what is considered today as bullying in schools, when I was younger, so I changed a lot of school.
Later my mother put me in the preschool, it was quiet! And then put me in elementary school, there was more difficult. I really enjoyed studying, reading the books, the lessons, but I did not like to go to school, and so I missed a lot, but I always had a good grade, but I was missing a lot and I even thought I would feel a little of lag in this, but I was committed and managed to pass well in all matters Monografias Prontas.
I’ve always been a little fussy and my colleagues called me fat, whale and excluded me from the games, the work and I suffered a lot from that, I always suffered from it. It was not easy, it was difficult, because I do not know, my way did not please people very much, there were a lot of people who did not like me, it was very difficult to go to school, I felt bad, I had very few friends, few, some stayed forever, but I had very few friends and I felt bad, it was not easy, it was very difficult, I think that’s why I worked at school, to give a start, to get attention somehow and me highlight in some way.
I’m not an athlete, I do not sing, I did not do anything different, but I think studying was the way to excel in school, but it was very difficult because the school, despite being an environment that we have to feel good about, I I never felt good in school, I did not like going to school, although I had nice teachers and I liked being close to them, I did not like it, it was difficult, I suffered a lot from living with my classmates, maybe for being more timid, was more in mine and did not like to talk.
I chose to do Pharmacy in the third high school, in fact I always wanted to go to college, I already changed several times, I wanted to do Psychology, I wanted to do Physical Therapy, I wanted to take care of children, then I wanted to do Chemistry, all connected to chemistry, always connected to the health area, and I chose Pharmacy in the third high school, it was like this, in the final stretch, with little time to decide, at first I did not know if it was going to be cool, I became interested because of the chemistry. I figured I’d mess around with this part, so I chose Pharmacy, with the guidance of the chemistry teacher; she said it would be interesting.
Given the analysis of the life and training narratives presented, what remains are marks related to the bonds of friendship made between peers during the course of formation, the lived experiences of acceptance and acceptance, as well as isolation and discrimination. This confirms positions such as those of Dayrell (2007), Barbosa (2007) and Perrenoud (1995) that the school is also a kind of socialization of children, adolescents and young people. Spaces that, for many, become places of affective coexistence. For some, fair spaces, as Dubet (2008) considers. Either way, the school made the difference – positive or negative – in the lives of these students.
To think about the memories of the school is to think of a time of discovery, of conviviality and of closer ties of friendships. Many students tell the friends made at school that are still part of their life story. The school appears as a place of formation of one’s own identity based on the challenges posed to students.
Such challenges include the overcoming of being detached from the family nucleus in which the student happens to live with people and spaces different from those usual, the school becomes meaning as a place in the life of these students, from
of the experiences it experiences, as Viñao Frago and Escolano (2001) point out. Experiences often involve moments of pain, helplessness, in which they have to face the unknown, other times the experiences have been pleasurable and covered with good memories.
The students also narrate the marks left by the classifications given by the school system and, consequently, by the teachers, from the repetitions, the rigid posture of the teachers and the subjective placement given to those which does not have the expected school success, as Dubet (2008) points out.
Faced with these notes, I understand that the memories of school, teachers and school mathematics signal the marks and directions for the trajectory of formation of the university students, brands that I conceive the accompanying them in the process of insertion in the higher education, as well as, accompany in the university formation.


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