The right to a second chance: lessons learned from the experience of early school leavers who returned to education

Filipe Martins; Alexandra Carneiro; Luísa Campos; Luísa Mota Ribeiro; Mariana Negrão; Isabel Baptista; Raquel Matos

doi:10.7179/PSRI_2020.36.09

Autores/as

Filipe Martins CEDH - Research Centre for Human Development, Universidade Católica Portuguesa, Porto, Portugal http://orcid.org/0000-0002-8853-786X
Alexandra Carneiro CEDH - Research Centre for Human Development, Universidade Católica Portuguesa, Porto, Portugal
Luísa Campos CEDH - Research Centre for Human Development, Universidade Católica Portuguesa, Porto, Portugal
Luísa Mota Ribeiro CEDH - Research Centre for Human Development, Universidade Católica Portuguesa, Porto, Portugal
Mariana Negrão CEDH - Research Centre for Human Development, Universidade Católica Portuguesa, Porto, Portugal
Isabel Baptista CEDH - Research Centre for Human Development, Universidade Católica Portuguesa, Porto, Portugal
Raquel Matos CEDH - Research Centre for Human Development, Universidade Católica Portuguesa, Porto, Portugal

DOI:

https://doi.org/10.7179/PSRI_2020.36.09

Palabras clave:

abandono escolar temprano, participación escolar, educación de segunda oportunidad, relaciones de apoyo, inclusión social

Resumen

Partiendo de la articulación entre la pedagogía escolar y la pedagogía social, el objetivo principal de este articulo es identificar formas efectivas de garantizar el derecho a la educación de los jóvenes vulnerables y marginados que abandonaron la escuela temprano. La investigación que condujo a este artículo fue parte de un proyecto europeo que investigó cómo las respuestas de los jóvenes al conflicto pueden ofrecer oportunidades para una participación social positiva. Este estudio exploró el abandono y la reincorporación escolar desde el punto de vista de un grupo de 20 jóvenes portugueses que abandonaron la escuela y luego la reanudaron a través de proyectos educativos de segunda oportunidad. Con un enfoque cualitativo, utilizando entrevistas individuales, observación participante y grupos focales, el estudio buscó una lectura integral del abandono y la reincorporación escolar, abordando la diversidad de motivaciones, experiencias, factores y consecuencias asociadas con ellos y el rol de las políticas educativas y factores escolares en estos fenómenos. Los resultados de lo estudio han revelado que, para muchos jóvenes social y económicamente vulnerables, las escuelas convencionales son lugares de fracaso individual y de conflicto interpersonal donde no se sienten bienvenidos y donde ya no esperan resultados positivos. Esto favorece un distanciamiento progresivo de la educación que refuerza su marginación social. Por otro lado, los resultados revelan que, al participar en proyectos educativos de segunda oportunidad, los jóvenes muestran un mayor compromiso con la educación e identifican cambios personales positivos de desarrollo personal y de habilidades, ajuste de comportamiento y establecimiento de objetivos de vida. El enfoque socio pedagógico holístico e individualizado de la educación de segunda oportunidad ha demostrado ser particularmente apropiado para satisfacer las necesidades de estos jóvenes. Las estrategias educativas basadas en la comunidad, los entornos de aprendizaje prácticos y participativos y la inversión emocional de los maestros y el personal han demostrado ser los recursos socioeducativos más eficaces para volver a involucrar a los jóvenes vulnerables en la educación.

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Biografía del autor/a

Filipe Martins , CEDH - Research Centre for Human Development, Universidade Católica Portuguesa, Porto, Portugal

Filipe Martins is a researcher and an assistant professor at Faculdade de Educação e Psicologia of Universidade Católica Portuguesa, where he conducted postdoctoral studies in Social Pedagogy. He holds a degree in Anthropology, a postgraduate degree in Anthropology, Multiculturalism and Identities and a PhD in Urban Anthropology, with the thesis Between Project and Conviviality: being young in the poor outskirts of Mindelo, Cape Verde (2013). He has developed extensive ethnographic research with vulnerable young people in urban contexts in Cape Verde and in Portugal, with particular focus on educational trajectories, social inclusion and civic participation. He has collaborated in several socio-educational projects and organizations, both in Portugal and in Cape Verde, in the fields of Youth, Education, Citizenship and Cultural Diversity.

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