The Role of Distance Learning in Legitimizing Educational Trajectories in Student's Perception

In this study, an attempt to form a new explanatory model of entering a university as a social action through the prism of legitimizing educational trajectories in the perception of students is made. Legitimation is understood as the supra-individual process of forming and maintaining the stability of a student's educational trajectory, which, being biographically determined by significant others and formed in the process of interaction with the school, is viewed from the perspective of students' intersubjective perceptions. Admission to a university from the perspective of an applicant is considered as the realization of meaning in the terminology of A. Schutz and social action according to M. Weber. Divided into two periods of time according to the presence or attempt to establish educational relations, the focus of the study is in the transition from the stage of school education to higher education, from the standpoint of semantic content and the sources of the student's action as an actor. The aim of the study is to determine which ideas, attitudes and sources of action form admission to the university from the standpoint of the perception of the present and the idea of ​​the future of the student within the framework of the educational trajectory he is implementing. To find the answer to the key research question of the study, 15 semi-structured interviews were conducted with 11-th grade students of Moscow schools, who carry out targeted preparation for entering a university as part of the continuation of the educational trajectory and who received distance learning experience in the spring of 2020 and the fall / winter of 2021. According to the results of the study, it was revealed that the transition to distance learning actualized the discrepancy between the semantic content of the formed intersubjective ideas, and their implementation in interaction with the school. Preparation for the Unified State Exam within the walls of the school (zoom), as compliance on the part of the education system in the realization of meaning, or its absence, has become a key source of achieving authentic or conformal consent respectively. The main destructive mechanism of the stability of reality was the lack of disciplining control in distance learning, in connection with which, within the framework of the implementation of the meaning of admission, students formulated compensatory mechanisms for dealing with uncertainty that are polar at the pole of knowledge: from atomized rationalization of action based on fictions of the future, to exogenous implementation of institutional scripts. , without internal semantic content and vision of the further trajectory.