Re-schooling (Re)inventions of Educational Reinsertion Programs (PDE) Participants

Abstract

Since 2015 in Chile, as part of childhood and adolescence focused policies, educational reintegration programs (PDE) installation have been extended. Those programs were bid by SENAME until 2021, and subsequently by the Specialized Protection Service (formerly Mejor Niñez). In the focused policy of such programs, future-centric expectations are intertwined in the educational trajectory of a childhood invented as vulnerable. Therefore, necessary to "be" intervened and (re)oriented towards schooling. However, these delimitations are questioned and reinvented by the participants who transit and/or are thrown into these programs through family precautionary measures as well as the same derivations from childhood protection offices. From a digital ethnographic perspective that includes the documentary review of digital files of projects formulated and bid by the NGO La casona de los jóvenes, such as workshops images, socio-educational activities and intervention technologies (PII, workshops evaluations), we are approaching the (re)inventions of reschooling. Assemblages (workshop images and intervention devices) are visualized within this process between the participants (humans and gendered technologies), and displace school drop-out and unschooling conceptions, signified from having fun, recreation, interest; of a timeline interruption-educational trajectory, which constitutes being "there" in a workshop or activity; a schooling presence.