Meanings attributed to education: perceptions of children under national service, SENAME, Chile

Formal education constitutes a main support to the process of social integration of children and adolescents with rights violations. However, the negative experiences they had lived in educational sphere might generate contrary opinions related to role that formal education have in their lives. The objective of this investigation is oriented to know and describe the sense, purpose, and meaning that formal education has for children living in a Center of Direct Administration Repair CREAD, under the National Youth Service of Chile (SENAME). The research was qualitative with a phenomenological approach and data collection was performed by applying a semi-structured interview and a projective story is considered as a method to appreciate subjectivity in a global or holistic sense. Data analysis involved coding analytical categories sorted and grouped the dimensions of meaning, purpose and meaning. The results show that positive scholar experiences adds value to this occupation, that purpose can be short-term or long-termed, and that the meaning is markedly influenced by the opinions social environment do about formal education. Also, significant differences were found between answers given by children that attended “School A” and “School B”. Results promote reflection regarding to the role CREAD must accomplish related to right to education, and about the redefinition of formal education meaning in those persons that are experiencing a process of rights restoration and social integration.