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|a (JST)26633284
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|a PORTELA PRUAÑO, Antonio
|e verfasserin
|4 aut
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|a La reincorporación formativa de jóvenes que abandonan tempranamente la educación
|b relevancia de su trayectoria previa
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|c 2019
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|a Text
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|a Las carencias educativas resultantes de abandonar tempranamente la educación estarían contribuyendo significativamente a altas tasas de desempleo e inactividad entre los jóvenes. Sin embargo, la educación también es considerada un medio decisivo para afrontar estos problemas. Por tanto, merece especial atención obtener conocimiento sobre las condiciones en que se produce la reincorporación a la formación tras quedar esta interrumpida prematuramente. El estudio aquí presentado explora, en un centro educativo de segunda oportunidad ubicado en Ceuta (donde los indicadores mencionados alcanzan valores relativos muy elevados), la perspectiva que sus alumnos tienen de su recorrido vital previo a retornar a la formación en él y la incidencia atribuida al mismo. Para ello se recurre a datos procedentes de entrevistas individuales en profundidad realizadas a 39 jóvenes sin empleo y en riesgo de exclusión social con edades comprendidas entre los 18 y 24 años (29 en situación de abandono temprano de la educación y 10 que no se encontraban en esta situación), como parte de un estudio de caso más amplio referido a dicho centro, seleccionado por su éxito relativo y notoriedad en la mencionada Ciudad Autónoma. La información proporcionada por los participantes en forma de relatos ha sido objeto de análisis narrativo, aplicando dos procedimientos: biogramas que representan sucesos relevantes acaecidos en su vida junto a su visión de estos, y análisis temático de la información recogida en ellos. Globalmente considerados, los resultados indican que los recorridos realizados van siendo construidos mediante decisiones que los participantes adoptan entre alternativas determinadas por circunstancias personales, institucionales y sociales. Se aproximan así a biografías electivas. En este contexto, abandono educativo temprano y reincorporación a la formación revisten un carácter recurrente, transitorio y reversible, precisamente en virtud del relevante papel que desempeñan quienes viven estas situaciones, aunque lo desempeñen condicionados por su entorno institucional y social. The lack of education and training resulting from leaving education early might contribute significantly to high rates of unemployment and inactivity among young people. Education is also seen as a decisive means of tackling these problems. Therefore, acquiring knowledge about the conditions in which re-engagement with education occurs after it is prematurely interrupted deserves special attention. The study presented here explores the opinions of students attending a second-chance educational centre in Ceuta (where the aforementioned benchmarks have quite high levels) concerning their life courses prior to returning to education there and the impact they attribute to the centre. Data from in-depth, individual interviews were used to do this. These were performed with 39 unemployed young people at risk of social exclusion aged between 18 and 24 (29 had left school early and 10 had not), as part of a broader case study relating to a centre selected for its relative success and its reputation in Ceuta. The information provided by the participants in the form of stories was subjected to narrative analysis, using two processes: summary biographical tables, which represent relevant events from their lives alongside their views of them, and thematic analysis of the information contained in them. In broad terms, results indicate that the life courses the participants follow are shaped by decisions they take from options shaped by personal, institutional, and social circumstances. They are, therefore, something like choice biographies. In this context, early school leaving and re-engagement in training are recurrent, transitory, and reversible, precisely because of the important role played by the people who experience these situations, even if they do so constrained by their institutional and social setting.
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|a Education
|x Formal education
|x Pedagogy
|x Humanities instruction
|x Language arts
|x World language instruction
|x English as a second language
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|a Education
|x Formal education
|x Pedagogy
|x Foundations of education
|x Educational relevance
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| 650 |
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4 |
|a Education
|x Formal education
|x Pedagogy
|x Educational methods
|x Educational research
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| 650 |
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|a Arts
|x Performing arts
|x Music
|x Musical instruments
|x Membranophones
|x Drums
|x Kettle drums
|x Tablas
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|a Social sciences
|x Communications
|x Narratives
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| 650 |
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|a Behavioral sciences
|x Psychology
|x Applied psychology
|x Educational psychology
|x Academic motivation
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|a Political science
|x Political organizations
|x International political organizations
|x International governmental organizations
|x European Union
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| 650 |
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|a Social sciences
|x Development studies
|x Development economics
|x Economic development
|x Economic transitions
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|a Political science
|x Government
|x Government officials
|x Mayors
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|a Applied sciences
|x Research methods
|x Research design
|x Notas / Notes
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|a research-article
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|a NIETO CANO, José Miguel
|e verfasserin
|4 aut
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|a TORRES SOTO, Ana
|e verfasserin
|4 aut
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| 773 |
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8 |
|i Enthalten in
|t Revista Española de Pedagogía
|d Universidad Internacional de La Rioja (UNIR)
|g 77(2019), 272, Seite 103-122
|w (DE-627)572418787
|w (DE-600)2438333-8
|x 21740909
|7 nnns
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| 773 |
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|g volume:77
|g year:2019
|g number:272
|g pages:103-122
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|u https://www.jstor.org/stable/26633284
|3 Volltext
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|d 77
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