<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0120-3916</journal-id>
<journal-title><![CDATA[Revista Colombiana de Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. colomb. educ.]]></abbrev-journal-title>
<issn>0120-3916</issn>
<publisher>
<publisher-name><![CDATA[Universidad Pedagógica Nacional de Colombia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0120-39162022000200121</article-id>
<article-id pub-id-type="doi">10.17227/rce.num85-11879</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Cuando la exclusión escolar se presenta como "oportunidad": una aproximación etnográfica a la Movilidad Interescolar Temprana (MIET)]]></article-title>
<article-title xml:lang="en"><![CDATA[When School Exclusion Becomes an &#8220;Opportunity&#8221;: An Ethnographic Approach to Early Interscholastic Mobility (MIET)]]></article-title>
<article-title xml:lang="pt"><![CDATA[Quando a exclusão escolar é apresentada como &#8220;oportunidade&#8221;: uma aproximação etnográfica à Mobilidade Interescolar Precoce (MIEP)]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cárcamo-Hernández]]></surname>
<given-names><![CDATA[Ovidio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rovira]]></surname>
<given-names><![CDATA[Jordi Pâmies]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma de Barcelona  ]]></institution>
<addr-line><![CDATA[Barcelona ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universitat Autònoma de Barcelona  ]]></institution>
<addr-line><![CDATA[Barcelona ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2022</year>
</pub-date>
<numero>85</numero>
<fpage>121</fpage>
<lpage>142</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0120-39162022000200121&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0120-39162022000200121&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0120-39162022000200121&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La promulgación de la Ley de Inclusión Escolar (20.845/2015) en Chile propone frenar las formas de discriminación que impiden el aprendizaje y la participación de los estudiantes. Sin embargo, las investigaciones constatan la existencia de prácticas de exclusión que afectan, en el cotidiano, especialmente a los y las jóvenes más vulnerables. Este articulo tiene por objetivo describir las experiencias escolares de un grupo de jóvenes en riesgo de exclusión educativa, analizando los mecanismos que amplifican desigualdades derivadas de la posición social que ocupan en sus comunidades. Para ello, se presentan las experiencias académicas de 3 chicos (Ángel, Andrés y Pedro) y 3 chicas (Francisca, Javiera y Paulina) que forman parte de un estudio etnográfico más amplio desarrollado durante 2 cursos (octubre 2015- abril 2017) en una escuela municipal de una ciudad mediana del sur del país. Los resultados muestran cómo la escuela no tan sólo reproduce, sino que amplifica a través de las prácticas escolares las situaciones de vulnerabilidad de estos jóvenes. Entre estas prácticas se vuelve habitual la que hemos denominado Movilidad Interescolar Temprana (en adelante MIET) como forma de expulsión del centro, y última acción de una cadena de exclusiones que, sin embargo, se presenta a las familias como una "oportunidad".]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The promulgation in 2015 of the Ley de Inclusión Escolar (N° 20.845) in Chile, aimed to curb the forms of discrimination that prevent learning and student participation. However, research confirms the existence of school practices that generate exclusion which particularly affect, on a daily basis, the most vulnerable young people. This article aims to describe the school experiences of a group of young people at risk of educational exclusion, and analyzes the mechanisms that amplify inequalities derived from the social position they occupy in their communities. To do this, the academic experiences of 3 boys (Ángel, Andrés and Pedro) and 3 girls (Francisca, Javiera and Paulina) are presented as part of a broader ethnographic study developed during 2 school years (October 2015 - April 2017) in a municipal school in a medium-sized city in the south of the country. The results show how the school not only reproduces, but also amplifies through school practices the situations of vulnerability of these young people. Among these practices, what we have called Early Interscholastic Mobility (MIET) becomes a common form of expulsion from the school, and the last action of a chain of exclusions that, however, is presented to families as an "opportunity".]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A promulgação da Lei de Inclusão Escolar (20.845/2015) no Chile propõe refrear as formas de discriminação que impedem a aprendizagem e a participação dos estudantes. Entretanto, as pesquisas mostram a existência de práticas de exclusão que afectam, na quotidianidade, especialmente a os jovens mais vulneráveis. Este artigo tem como objetivo descrever as experiências escolares de um grupo de jovens em risco de exclusão educacional, analisando os mecanismos que amplificam as desigualdades derivadas da posição social que ocupam em suas comunidades. Para isso, são apresentadas as experiências académicas de 3 meninos (Ángel, Andrés e Pedro) e 3 meninas (Francisca, Javiera e Paulina) que fazem parte de um estudo etnográfico mais amplo desenvolvido durante 2 cursos (outubro 2015 - abril 2017) em um escola municipal de uma cidade de média do sul do país. Os resultados mostram como a escola não apenas reproduz, mas também amplia por meio das práticas escolares as situações de vulnerabilidade desses jovens. Entre essas práticas, o que denominamos Mobilidade Inter-Escolar Precoce (doravante MIEP), como forma de expulsão do centro, e última acção de uma cadeia de exclusões que, contudo, é apresentada às famílias como uma "oportunidade".]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[abandono escolar]]></kwd>
<kwd lng="es"><![CDATA[educación secundaria]]></kwd>
<kwd lng="es"><![CDATA[desigualdad educativa]]></kwd>
<kwd lng="es"><![CDATA[educación inclusiva]]></kwd>
<kwd lng="en"><![CDATA[school dropout]]></kwd>
<kwd lng="en"><![CDATA[secondary education]]></kwd>
<kwd lng="en"><![CDATA[educational inequality]]></kwd>
<kwd lng="en"><![CDATA[inclusive education]]></kwd>
<kwd lng="pt"><![CDATA[abandono escolar]]></kwd>
<kwd lng="pt"><![CDATA[ensino médio]]></kwd>
<kwd lng="pt"><![CDATA[desigualdade educacional educação inclusiva]]></kwd>
</kwd-group>
</article-meta>
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