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Early Support in EPJA School Dropout Warning Systems

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No. 10 (2023): January-June 2023
https://doi.org/10.5354/2452-5014.2023.69090

Abstract

School dropout in the Education of Young People and Adults (EPJA, by its acronym in Spanish) is a rising phenomenon and its considerable increase has become a challenging issue for public policies. The specialized literature understands school dropout as a multidimensional phenomenon, which requires Early Warning Systems (SAT, by its acronym in Spanish) that are capable of considering personal, family, social, cultural, and material factors to protect the educational trajectories of students effectively. In response to that, in the Chilean educational system, the incorporation of an early support component to the SAT is committed to a more comprehensive approach to the forms of school dropout present in EPJA. In this context, the present study reveals findings about how the early support component mobilizes and stresses the understanding of certain pedagogical and psychosocial aspects of EPJA, which, articulated with the purpose of attending to and facing school backwardness and failure, allows teachers to make critical knots visible in the diagnosis of risk factors, positioning educational trajectories and learning at the center, and move from the notion of compensatory education of EPJA towards one more linked to social justice and the importance of learning throughout life.

Keywords:

Education of young and adult people, early warning systems, early support, school dropout

Author Biographies

Eloísa Sierralta-Landaeta, University of Chile

Professional of the Nucleus of Studies and Development of Saberes Docentes Center, University of Chile, Santiago, Chile; BA in Sociology, Academia de Humanismo Cristiano University, Santiago, Chile.

Guillermo Ascencio-Rojas, Independent researcher

Independent researcher; BA in Sociology, ARCIS University, Santiago, Chile.

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Sierralta-Landaeta, E. ., & Ascencio-Rojas, G. . (2023). Early Support in EPJA School Dropout Warning Systems. Revista Saberes Educativos, (10), 36–60. https://doi.org/10.5354/2452-5014.2023.69090
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Revista Saberes Educativos
Facultad de Filosofía y Humanidades
Universidad de Chile
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