<?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>1692-715X</journal-id>
<journal-title><![CDATA[Revista Latinoamericana de Ciencias Sociales, Niñez y Juventud]]></journal-title>
<abbrev-journal-title><![CDATA[Rev.latinoam.cienc.soc.niñez juv]]></abbrev-journal-title>
<issn>1692-715X</issn>
<publisher>
<publisher-name><![CDATA[Centro de Estudios Avanzados en Niñez y Juventud Cinde - Universidad de Manizales]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1692-715X2019000200007</article-id>
<article-id pub-id-type="doi">10.11600/1692715x.17201</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Condicionantes de la retención estudiantil en«escuelas de segunda oportunidad» en Chile]]></article-title>
<article-title xml:lang="en"><![CDATA[Determinants of student retention in &#8220;second chance schools&#8221; in Chile]]></article-title>
<article-title xml:lang="pt"><![CDATA[Determinantes da retenção de alunos em &#8220;escolas de segunda oportunidade&#8221; no Chile]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Espinoza]]></surname>
<given-names><![CDATA[Óscar]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[González]]></surname>
<given-names><![CDATA[Luis Eduardo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Castillo]]></surname>
<given-names><![CDATA[Dante]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Neut]]></surname>
<given-names><![CDATA[Sebastián]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Interuniversitario de Investigación Educativa  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Interuniversitario de Investigación Educativa  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Instituto Interuniversitario de Investigación Educativa  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Katholieke Universiteit Leuven  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Bélgica</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2019</year>
</pub-date>
<volume>17</volume>
<numero>2</numero>
<fpage>7</fpage>
<lpage>34</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S1692-715X2019000200007&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S1692-715X2019000200007&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S1692-715X2019000200007&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen (analítico) El artículo busca comprender las percepciones que estudiantes, docentes y directivos tienen respecto de los aspectos que inciden en la retención de adolescentes atendidos en «escuelas de segunda oportunidad» en Santiago de Chile. La información proviene de 56 entrevistas semiestructuradas, aplicadas a tales actores en los Centros de Educación Integrada de Jóvenes y Adultos seleccionados. Las entrevistas fueron sometidas a un análisis narrativo etnográfico y, para su codificación, se utilizó el software Atlas.ti. Los actores identificaron como las condicionantes más importantes la contextualización en la exigencia académica y evaluativa, el acompañamiento afectivo a estudiantes y que la escuela sea acogedora. Finalmente, se vislumbra la necesidad de revisar los procesos de reinserción escolar para ungrupo no menor de niños y jóvenes que no se adaptan a condiciones «normales». Palabras clave: Chile, educación alternativa, educación compensatoria, joven sin escolaridad, retención, abandono escolar (Tesauro de Ciencias Sociales de la Unesco).]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract (analytical) The purpose of this article is to understand the perceptions that students, teachers and principals have regarding the aspects that affect the educational retention of adolescents who attend &#8220;second chance schools&#8221; in Santiago, Chile. The information collected for the study comes from 56 semi-structured interviews with students, teachers and principals in each of the selected Integrated Education Centers for Young People and Adults. The transcripts of the interviews were subject to an ethnographic narrative analysis and, for the codification and construction of categories the Atlas.ti software was used with all materials. The actors identified the most important determinants to promote educational retention and avoid students dropping out of school: the academic demands of students; affective accompaniment for students; and that the school is a welcoming. Place Finally, the authors identified the need to review the school reintegration processes for children and adolescents who do not adapt to &#8220;normal&#8221; conditions in the schools. Keywords: Chile, alternative education, compensatory education, youth not in school, retention, school drop-outs.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo (analítico) O objetivo do artigo é compreender as percepções que os alunos, professores e diretores têm sobre os aspectos que afetam a retenção de adolescentes atendidos em &#8220;escolas de segunda oportunidade&#8221; em Santiago, no Chile. A informação vem de 56 entrevistas semi-estruturadas, aplicadas a estudantes, professores e representantes da equipe de gestão em cada um dos Centros de Educação Integrada para Jovens e Adultos selecionados. As entrevistas foram submetidas a uma análise narrativa etnográfica e, para a codificação e construção de categorias, utilizou-se o software Atlas TI. Os atores identificaram como as condições mais importantes para incentivar a retenção e evitar o abandono precoce: a exigência acadêmica e avaliativa, o acompanhamento afetivo aos alunos e o acolhimento da escola. Finalmente, é necessário rever os processos de reinserção escolar para um grupo de crianças e jovens que não se adaptam às condições &#8220;normais&#8221;. Palavras-chave: Chile, educação alternativa, educação compensatória, jovens sem escolaridade, retenção, abandono escolar.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Escuelas de segunda oportunidad]]></kwd>
<kwd lng="es"><![CDATA[reescolarización]]></kwd>
<kwd lng="en"><![CDATA[Second chance schools]]></kwd>
<kwd lng="en"><![CDATA[re-schooling.]]></kwd>
<kwd lng="pt"><![CDATA[&#8220;Escolas de segunda oportunidade&#8221;]]></kwd>
<kwd lng="pt"><![CDATA[reeducação.]]></kwd>
</kwd-group>
</article-meta>
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<article-title xml:lang=""><![CDATA[Student engagement and inclusive education: Reframing student engagement]]></article-title>
<source><![CDATA[International Journal of Inclusive Education]]></source>
<year>2017</year>
<volume>21</volume>
<numero>9</numero>
<issue>9</issue>
<page-range>920-37</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
