Deserción Escolar en Contextos Carcelarios: El Imaginario de la Educación y la Escuela en Tres Jóvenes Infractores de Ley y Privados de Libertad de La Cárcel de Menores de Valdivia.
The present investigation is part of a two year process, about the imaginary about Education and School that have three young people between 14 and 18 years who are in the quality of violators and deprived of freedom in the prison of Minors of Valdivia. In this sense, the question that motivates thi...
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| Tipo de recurso: | tesis de maestría |
| Estado: | Versión publicada |
| Fecha de publicación: | 2017 |
| País: | Chile |
| OAI Identifier: | oai:repositorio.anid.cl:10533/207347 |
| Acceso en línea: | https://hdl.handle.net/10533/207347 |
| Access Level: | acceso abierto |
| Palabra clave: | Ciencias Sociales Ciencias de la Educación Otras Especialidades de la Educación |
| Sumario: | The present investigation is part of a two year process, about the imaginary about Education and School that have three young people between 14 and 18 years who are in the quality of violators and deprived of freedom in the prison of Minors of Valdivia. In this sense, the question that motivates this work is: What imaginary do young law offenders have and deprived of liberty on Education and School, in order to explain the high school dropout that occurs in prison contexts? It seeks to describe representations and meanings about education and school in young prisoners. The theoretical basis for this research lies in the study of those excluded from the current neoliberal system, whether in the social (Dussel, 2001) or school (Raczynski et al., 2002). The central objective is to characterize the imaginary of the young prisoners, through the search for meanings and interpretations, either conceptual and affective, constructed by the young people in three key moments: (1) Newly admitted; (2) Condemned; And (3) with benefit of leaving the prison. The methodology is qualitative, with case studies, a symbolic Interaccionista approach (Ritzer, 2001) and an approach to the concept of Social Imaginary (Castoriadis, 2002). The results obtained from the field observations and the in-depth interviews - which were the instruments of data collection - were able to investigate the reasons for school dropout in prison contexts, proving that the formal school system is neither attractive nor motivating to adolescents nor To the young people of the popular classes -which motivated a concept we call "school-people" -because they do not consider their everyday life nor have they transformed their traditional rigid and authoritarian practices, provoking frustration, disappointment, exclusion and detachment from formative experiences. Finally leads to desertion (Bellei, 2001). |
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