Abstract:

Undergraduate students have the right to be social subjects rather than individuals with rights and obligations stated in school regulations. It is a universal and historical prerogative, by having their nature of being human. However, this right is not certified by its own nature, learning processes are needed from the interiority of consciousness, and to aspire to a new form of personal and professional life. Generally professors develop the curriculum in line with their experiences, learning opportunities and indications of the institutional program. Few lived curriculum practices along with the experiences of knowledge, skills and values of students and even poorer job prospects for remunerative and satisfying. This research rescues interior construction elements in university students, related to their career and life plan. The methods of social representations facilitate the task. The purpose is to study the social representations and areas of interest in the social-cultural context of Agro-industrial Engineering students at the University of Guanajuato in Mexico. Results show that many of the social representations of students about his career and his life project are far from official curriculum goals and obey rather its everyday context and circumstance. A proposal for teachers is to include in their syllabuses, these subjective assessments of students to ensure coexistence of ideas and knowledge on learning of engineering.

Keywords:

Social representations, learning, undergraduate.