摘要：Esta aportación deriva de un proyecto de investigación[1] en el que se analizan programas de reenganche para jóvenes en situación de vulnerabilidad con resultados positivos (aumento del enganche con los aprendizajes y reinserción educativa o socio-laboral). Se centra en aspectos organizativos, en particular, en la coordinación entre el profesorado en dos de los casos analizados en la Región de Murcia (España): Aulas Ocupacionales y Formación Profesional Básica. El texto ofrece algunos resultados sobre las distintas vías de coordinación en el seno de tales programas para su desarrollo en la práctica. Marco Teórico. Se articula sobre dos pilares: 1) procesos de mejora escolar y condiciones organizativas para posibilitarla, 2) influencia del funcionamiento educativo y organizativo del centro escolar en dinámicas de desenganche. Metodología. Diseño de “caso múltiple de múltiples unidades”. Se diseñaron diversos instrumentos de recogida de información. Se comenta únicamente aquella derivada de entrevistas semiestructuradas a profesionales implicados en los citados programas, analizada cualitativamente. Resultados. Los mecanismos y dinámicas de coordinación, en cuanto que condición organizativa, destacan como pilares fundamentales de estos programas, complejos en el discurrir de los mismos y también con algunas limitaciones. Conclusiones. La coherencia y relevancia curricular constituyen uno de los puntos flacos de la coordinación, agudizada por la departamentalización de los Institutos de Educación Secundaria. Su complejidad requiere ámbitos de coordinación más funcionales. [1] Proyecto I D (2016). "Procesos de reenganche educativo y socio-laboral de adolescentes en situación de vulnerabilidad. Estudio de casos e implicaciones socioeducativas". EDU2016-76306-C2-1-R. This contribution derives from an investigation project where re-engagement programs for young students in situation of vulnerability with positive results (an increase in the engagement of their learning and educational and social-occupational reintegration) are analyzed. It explores organizational aspects, in particular coordination among teachers, in two educational contexts in the Region of Murcia (Spain): Training Centers and Basic Vocational Training Schools. The study reports on the practical development of the coordination processes found within the above-mentioned two contexts. Theoretical Framework: It articulates on two pillars: 1) processes for school improvement and organizational conditions to enable them, 2) influence of specific educational and organizational systems on disengagement dynamics. Methodology: "Multiple-cases of multiple-units" design. Although different instruments for the collection of information were designed, the study reports solely on the semi-structured interviews conducted with the professionals involved. Results: The mechanisms and dynamics of coordination, looked at from an organizational perspective, stand out as complex but fundamental pillars of these programs, whether they present some limitations related to curricular aspects. Conclusions: Coherence and curricular relevance reveal themselves as one of the weakest points of coordination. This is aggravated by the division into departments typical of Secondary High Schools. Their complexity requires more functional coordination scopes.
其他摘要：This contribution derives from an investigation project where re-engagement programs for young students in situation of vulnerability with positive results (an increase in the engagement of their learning and educational and social-occupational reintegration) are analyzed. It explores organizational aspects, in particular coordination among teachers, in two educational contexts in the Region of Murcia (Spain): Training Centers and Basic Vocational Training Schools. The study reports on the practical development of the coordination processes found within the above-mentioned two contexts. Theoretical Framework: It articulates on two pillars: 1) processes for school improvement and organizational conditions to enable them, 2) influence of specific educational and organizational systems on disengagement dynamics. Methodology: "Multiple-cases of multiple-units" design. Although different instruments for the collection of information were designed, the study reports solely on the semi-structured interviews conducted with the professionals involved. Results: The mechanisms and dynamics of coordination, looked at from an organizational perspective, stand out as complex but fundamental pillars of these programs, whether they present some limitations related to curricular aspects. Conclusions: Coherence and curricular relevance reveal themselves as one of the weakest points of coordination. This is aggravated by the division into departments typical of Secondary High Schools. Their complexity requires more functional coordination scopes.
关键词：Abandono escolar; desenganche; condiciones organizativas; coordinación curricular; programas y medidas de reenganche.
其他关键词：Curricular coordination; disengagement; early school leaving; measures and programs for re-engagement; organizational conditions;
