REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación

The meaning of education in the different legislative frameworks is defined as the construction of an identity and the formation of a democratic citizenship that promotes social justice and not so much to specific academic contents. However, through these contents, the formal educational space generates processes of disengagement forcing part of the students to look for different learning not found in school. Starting from the voices of its protagonists, it is proposed to know those learning not recognized in the school system to be able to include them and prevent, in this way, educational leaving. The research bases its methodology on an interpretive-biographical approach. 20 life stories are carried out to people between 18 and 35 years old with discontinuous educational trajectories. The results show that the learning obtained by changing trajectory is related, on the one hand, to the construction of an identity through one's own decisions and, on the other, to the creation of new relationships and the opening to new forms of coexistence. All of this highlights the need to recognize the relevance of these learnings in our school and, from this approach, guarantee students success in school.