<?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>2007-2872</journal-id>
<journal-title><![CDATA[Revista iberoamericana de educación superior]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. iberoam. educ. super]]></abbrev-journal-title>
<issn>2007-2872</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional Autónoma de México, Instituto de Investigaciones sobre la Universidad y la Educación]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-28722021000100039</article-id>
<article-id pub-id-type="doi">10.22201/iisue.20072872e.2021.33.856</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Educación superior tecnológica y movilidad social. Un estudio longitudinal basado en historias de vida]]></article-title>
<article-title xml:lang="pt"><![CDATA[Educação superior tecnológica e mobilidade social. Um estudo longitudinal baseado em histórias de vida]]></article-title>
<article-title xml:lang="en"><![CDATA[Technological higher education and social mobility. A longitudinal study based on life stories]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Flores-Crespo]]></surname>
<given-names><![CDATA[Pedro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodríguez-Arias]]></surname>
<given-names><![CDATA[Nadyra]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma de Querétaro  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Autónoma de Querétaro  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>12</volume>
<numero>33</numero>
<fpage>39</fpage>
<lpage>57</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-28722021000100039&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-28722021000100039&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-28722021000100039&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo tiene como propósito central explorar cómo la educación superior tecnológica contribuye a la movilidad social y de manera específica, qué cambios en términos educativos, ocupacionales y de ingresos han experimentado los egresados durante su trayectoria de vida. Esto se realiza mediante un estudio longitudinal de panel que recabó información de un grupo de egresados en el nivel de Técnico Superior Universitario en una de las universidades tecnológicas de México: la de Tula-Tepeji. Con base en los datos obtenidos, se encuentra que los egresados han podido alcanzar una movilidad educativa intergeneracional y cambios en su estatus ocupacional, así como en su poder adquisitivo al indagar sus ingresos salariales. Asimismo, se observan cambios de idiosincrasia sobre la percepción de la escolaridad como una herramienta para ser exitoso, es decir, logran romper con ciertos patrones culturales transmitidos de sus abuelos hacia sus padres respecto de la educación, lo cual propició maneras distintas de elegir. Esto señala una racionalidad más compleja que se sugiere analizar en estudios futuros.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo tem como propósito central explorar como a educação superior tecnológica contribui para a mobilidade social e de maneira específica, que mudanças em termos educativos, ocupacionais e de renda os graduados têm experimentado durante sua trajetória de vida. Isto se realiza mediante um estudo longitudinal de painel que compilou informação de um grupo de graduados no nível de Técnico Superior Universitário em uma das universidades tecnológicas do México: a de Tula-Tepeji. Com base nos dados, nota-se que os graduados têm atingido uma mobilidade educativa intergeracional e mudanças em seu status ocupacional, assim como em seu poder aquisitivo ao indagar seus salários. Igualmente, se observam mudanças de idiossincrasia sobre a percepção da escolaridade como uma ferramenta para ser exitoso, ou seja, conseguem romper com certos padrões culturais transmitidos de seus avôs para seus país com respeito a educação, o qual propiciou maneiras diferentes de escolher. Isto mostra uma racionalidade mais complexa que se sugere analisar em estudos futuros.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The main purpose of this article is to explore how technological higher education contributes to social mobility and, specifically, what changes in educational, occupational and income terms graduates have experienced during their life trajectory. This is done through a longitudinal panel study that collected information from a group of graduates at the level of university technician in one of Mexico&#8217;s technological universities: Tula-Tepeji. Based on the data, the authors found that the graduates have been able to achieve intergenerational educational mobility and significant changes in their occupational status, as well as in their spending power when investigating their wages. Likewise, the authors observe modifications in the idiosyncrasies of the perception of schooling as a tool to be successful, that is, they manage to break with some cultural patterns transmitted from their grandparents to their parents regarding education, which led to different ways of choosing. This points at a more complex rationality that could be analyzed in future studies.]]></p></abstract>
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<kwd lng="es"><![CDATA[enseñanza universitaria]]></kwd>
<kwd lng="es"><![CDATA[éxito académico]]></kwd>
<kwd lng="es"><![CDATA[competencias de adaptabilidad]]></kwd>
<kwd lng="es"><![CDATA[abandono académico]]></kwd>
<kwd lng="es"><![CDATA[México]]></kwd>
<kwd lng="pt"><![CDATA[educação superior tecnológica]]></kwd>
<kwd lng="pt"><![CDATA[mobilidade social]]></kwd>
<kwd lng="pt"><![CDATA[técnico superior universitário]]></kwd>
<kwd lng="pt"><![CDATA[emprego]]></kwd>
<kwd lng="pt"><![CDATA[universidades tecnológicas]]></kwd>
<kwd lng="pt"><![CDATA[México]]></kwd>
<kwd lng="en"><![CDATA[higher technological education]]></kwd>
<kwd lng="en"><![CDATA[social mobility]]></kwd>
<kwd lng="en"><![CDATA[university technician]]></kwd>
<kwd lng="en"><![CDATA[employment]]></kwd>
<kwd lng="en"><![CDATA[technological universities]]></kwd>
<kwd lng="en"><![CDATA[Mexico]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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