Re-schooling: Meaning and Evaluations of Young People and Adult

Authors

DOI:

https://doi.org/10.4067/S0718-73782024000200137

Keywords:

Adult education, Inclusion, School attendance, Teaching methods, School dropout

Abstract

This educational research addresses the problem of reinsertion and school re-entry for young people and adults belonging to the Youth and Adult Education (YAE) modality, which constitutes a challenge for an inclusive education framed in the theory of social justice. The problem shows the scarce scientific evidence on re-engagement and attendance of children and young people in kindergartens, schools and high schools. The objective is to understand the evaluations of students attending YAE regarding their re-schooling process. The method is qualitative with a descriptive-densus scope. The design is a case study. Semi-structured interviews were conducted with eight participants: four female students and six male students from an adult school in the city of Temuco. The data were processed through open and axial coding with Atlas.ti 8.0 software. The findings indicate that students in this modality give special value to regular school attendance, making them feel included. The valuation of the participants lies in the practical use of the modality oriented to the possibility of applying for jobs and personal fulfilment.

Author Biographies

Ninosca Carmen Bravo Villa, Universidad Católica de Temuco

Teacher of Special Education, mention in Learning Disabilities at the Catholic University of Temuco, Master in Education, mention in inclusive management, specialist in intellectual disability, hearing and language and school integration, PhD in Transdisciplinary Research in Education from the University of Valladolid, Spain. Head of the Special Education Pedagogy course, researcher and assistant professor at the Department of Diversity and Intercultural Education of the Faculty of Education of the Catholic University of Temuco. She has conducted research in the areas of educational inclusion, interculturality, diversity and special educational needs.

Juan Guillermo Mansilla Sepúlveda, Universidad Católica de Temuco

Teacher of History, Geography and Civic Education, Universidad de la Frontera, Master in Local and Regional Development, Universidad Academia de Humanismo Cristiano, Dr. in Philosophy and Letters, Universidad Pontificia de Salamanca, Researcher and Associate Professor in the Department of Diversity and Intercultural Education, Faculty of Education, Universidad Católica de Temuco. He has conducted research in the areas of indigenous history, critical interculturality, educational inclusion, epistemology, qualitative methods and history of education, interculturality.

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Published

2024-12-01

How to Cite

Bravo Villa, N. C., & Mansilla Sepúlveda, J. G. (2024). Re-schooling: Meaning and Evaluations of Young People and Adult. Latin American Journal of Inclusive Education, 18(2), 137–150. https://doi.org/10.4067/S0718-73782024000200137

Issue

Vol. 18 No. 2 (2024): School Reinsertion and Re-entry: Challenges for Inclusive Education

Section

Sección Temática

License

Copyright (c) 2024 Latin American Journal of Inclusive Education

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