Learning proclivity on Teenage Law Offenders: an analysis from the Biographical Approach

Abstract

This study seeks to reveal the propensity to learn in four teenage offenders of law referred to the Program “Alternative Ways Out” on the Los Ríos Region. Thus, it interested us characterizing the learning they develop, the patterns in their propensity to learn and the contexts in which it manifests, in order to discover cognitive modifiability alternatives that can support social and educational reintegration strategies. Methodologically we used an interpretative-qualitative approach, through the analysis of content for the interpretation of the data, following the logic of the Grounded Theory (Strauss and Corbin, 2002) and the Life Histories (Pujadas, 1992; Bolívar et al., 2001). In short, we could observe that the propensity to learn of these adolescents, is characterized by repetition, autonomy, high impressionability and effort; deploying notoriously in informal learning contexts; experiencing periods of progressive ankylosis within school, subverting its resources and development potentials.