Despite the high level of school coverage in Chile, the school dropout rate reaches 40% in the first quintile of autonomous income (Casen, 2015 en Vásquez, 2016). The School Reintegration Program, which seeks the reconnection of children and young people with the educational system through a brief transitory intervention, is a response to this problem in Chile. This article is focused on analyzing and understanding the frame analysis around school dropout and reintegration of this program, under the responsibility of the Ministry of Education, through official documents between 2003 and 2017, by means of a critical analysis of frame analysis. Based on this analysis, the tension between the discourse of improving labor insertion and achieving economic development with that of guaranteeing the right to education is identified. In turn, a social subject with lacks that do not allow them to follow the theoretical trajectory programmed by the school system is built.
Keywords:
school reintegration; school dropout; educational trajectory; individual pathological model; frame analysis
Araya Morales, P. (2019). Tension Between Discourses in the School Reintegration Program in Chile. Revista Saberes Educativos, (2), 120–143. https://doi.org/10.5354/2452-5014.2019.52075
