Publication: Rasgos comparativos de
programas de reenganche
formativo y sociolaboral
en el ámbito no formal
en Gijón (Asturias)
Authors
Calvo González, Soraya ; Gutiérrez Berciano, Sue ; Bayarri López, Cristina
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Publisher
Universidad de Murcia. Servicio de Publicaciones
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DOI
http://dx.doi.org/10.6018/educatio.414701
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info:eu-repo/semantics/article
Description
Abstract
El abandono escolar, producto de un
proceso de desenganche progresivo del
alumnado a la institución escolar, continúa
siendo uno de los ejes prioritarios de
estudio e intervención en nuestro sistema
educativo. También lo son las diversas
trayectorias de reenganche formativo y
sociolaboral de jóvenes que abandonaron
tempranamente los procesos educativos.
El presente artículo se enmarca dentro del
proyecto nacional coordinado de I+D+I
“Procesos de reenganche educativo y sociolaboral
de adolescentes en situación
de vulnerabilidad. Estudio de casos e implicaciones
socioeducativas” [MINECO-
17-EDU2016-76306-C2-2-R]. Destacamos
dos objetivos clave del proyecto. Por un lado, conocer características y contextos
de implementación de programas de
prevención del abandono y reenganche
dirigidos a adolescentes en situación vulnerable
que están obteniendo resultados
positivos. Por el otro, analizar historias y
trayectorias educativas resilientes de jóvenes
participantes en programas de diversas
instituciones socioeducativas que han
logrado superar el proceso con éxito.
Este trabajo ofrece un análisis de los rasgos
comparativos -organizativos, de estructura,
pedagógicos e institucionales- de
programas de reenganche exitosos desarrollados
en entidades socioeducativas
de Gijón (Asturias). Para ello planteamos
un enfoque metodológico cualitativo basado
en estudios de casos orientados a la
descripción. En concreto, presentamos
programas contextualizados en entornos
diferenciados con el fin de plantear comparaciones.
Tras la presentación de los datos
trabajados se ofrecerá una discusión y
reflexión final destinada a derivar implicaciones
de interés para la revisión, mejora
y visibilización de los programas exitosos
en términos de reenganche.
Early school leaving, the result of students’ progressive disengagement with schools, is still one of the main axis of study and intervention in our education system. The different re-engaging training and sociolabour paths that might be designed for youths who dropout from schools are another important field of study and intervention. This article is framed within a project funded by the Spanish Ministry of Education called “Educational and Socio-Labour Re-engaging Processes of Disadvantaged Young People. Case Studies and Socio- Educational Consequences”. Two objectives are key for our study. On the one hand, to define the characteristics and the prevention contexts of early school leaving and the implementation of successful re-engaging programs for disadvantaged youths. And, on the other hand, to analyse resilient educational personal stories and trajectories of youths who have successfully participated in educational programs. This article provides an analysis of the comparative features -organizational, structural, pedagogical and institutionalof successful re-engaging programs developed in socio-educational institutions in Gijón (Asturias). To this end, we used a qualitative approach based on the description of case studies. More specifically, we compare different re-engaging programs implemented in different contexts. Following the reporting of the data, we present some final considerations from which lines to review, improve and raise awareness on re-engaging programs can be inferred.
Early school leaving, the result of students’ progressive disengagement with schools, is still one of the main axis of study and intervention in our education system. The different re-engaging training and sociolabour paths that might be designed for youths who dropout from schools are another important field of study and intervention. This article is framed within a project funded by the Spanish Ministry of Education called “Educational and Socio-Labour Re-engaging Processes of Disadvantaged Young People. Case Studies and Socio- Educational Consequences”. Two objectives are key for our study. On the one hand, to define the characteristics and the prevention contexts of early school leaving and the implementation of successful re-engaging programs for disadvantaged youths. And, on the other hand, to analyse resilient educational personal stories and trajectories of youths who have successfully participated in educational programs. This article provides an analysis of the comparative features -organizational, structural, pedagogical and institutionalof successful re-engaging programs developed in socio-educational institutions in Gijón (Asturias). To this end, we used a qualitative approach based on the description of case studies. More specifically, we compare different re-engaging programs implemented in different contexts. Following the reporting of the data, we present some final considerations from which lines to review, improve and raise awareness on re-engaging programs can be inferred.
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