Procesos de transformación social a través de la Educación para Jóvenes y Adultos con un enfoque inclusivo.

Abstract

This research work aims to understand the processes of social transformation through Adult and Youth Education (AYE) with an inclusive approach at the "Juan Montalvo" Educational Unit, night shift. This study is based on theories such as Erickson's humanistic psychology (1950), comprehensive sociology and social transformation as (Weber, 1997), (Freire, 2014), (Gadotti, 2016), (Knowles, 2006), Bourdieu and Passeron (2019), and from the andragogical perspectives of Félix Adam (2016). The methodological framework was qualitative, guided by the socio-critical paradigm, and the method of systematizing experiences by Jara (2018) on good educational practices in AYE. The techniques used were participatory observation, structured interviews, and discourse analysis. Additionally, two instruments were used for information recording: the experience reconstruction sheet and the categorization matrix. The key informants were five female teachers, with one interview selected that met the established principles within the aforementioned sheet. To examine and interpret the obtained narratives, the discourse analysis technique was used, supported by an analysis matrix based on Labov's evaluation model (2003), adopted by Valencia (2013). The results and analysis of the information allowed us to understand the challenges faced by AYE teachers. It concludes by revealing the significant impact that Adult and Youth Education has on those seeking alternatives to improve their quality of life and that of their family group through the educational system.