Pedagogical Interactions in Primary School Reintegration Processes: A Case Study in Chile

• In Event: A Global Perspective on Early Childhood Education

Abstract

In Chile, despite the great coverage achieved, there are still children and adolescents who leave school without being able to complete the 12 years of compulsory education (Casen, 2015). Among the OECD countries, Chile is in the first places in out-of-schooling (TALIS, 2013).
The phenomenon of school reintegration has little national and international evidence (Mide-UC, 2016; CEPAL, 2010; Contreras et al, 2014; Sucre, 2016).
This qualitative, transactional research, oriented from the perspective of descriptive studies (Hernández, et al., 2010), seeks to understand pedagogical intervention practices from the perspective of pedagogical interactions between teachers and their students, within the framework of the protection programs specialized in school reintegration carried out in vulnerable sectors of different regions and communes of Chile.

Author

• Jose Manuel Medina, Universidad de Las Américas Chile