“…e-ISSN: Currently, this process is marked by ambivalence, light, and shadow, because secondary students establish a relationship with time and social life, combining their economic dependence and subordination to their families of origin -and the position their families occupy in the socioeconomic structure -, seeking to break the bonds of social and moral heteronomy (Foracchi, 1975;Singly, 2005). Thus, even though some students in Latin American countries have financial independence, as they reconcile studies with a paid job (Abramo, Venturi & Corrochano, 2020), it is as individuals constrained by a dependency on their family circle that these individuals seek emancipation and the realization of "age-specific cultural aspirations," undertake disaffiliation processes (Martuccelli, 2016, p.), and move from the domestic to the school sphere, now experiencing other sociabilities, not previously available during primary school, and then, public life. Therefore, even though students still share a common world with adult generations, they occupy different positions in the sociohistorical process (Arendt, 2001, Tomizaki, 2018.…”