<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1409-4258</journal-id>
<journal-title><![CDATA[Revista Electrónica Educare]]></journal-title>
<abbrev-journal-title><![CDATA[Educare]]></abbrev-journal-title>
<issn>1409-4258</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional. CIDE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1409-42582022000200609</article-id>
<article-id pub-id-type="doi">10.15359/ree.26-2.32</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Estrategias socioeducativas para la inclusión en estudios post obligatorios con alumnado tutelado por el Sistema de Protección en Galicia (España)]]></article-title>
<article-title xml:lang="en"><![CDATA[Socio-educational strategies for inclusion in post-compulsory studies with students under the guardianship of the protection system in Galicia (Spain)]]></article-title>
<article-title xml:lang="pt"><![CDATA[Estratégias socioeducativas para a inclusão em estudos pós-obrigatórios com estudantes tutelados pelo sistema de proteção na Galiza (Espanha)]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fernández-Simo]]></surname>
<given-names><![CDATA[Deibe]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cid-Fernández]]></surname>
<given-names><![CDATA[Xosé Manuel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Carrera-Fernández]]></surname>
<given-names><![CDATA[María Victoria]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Vigo  ]]></institution>
<addr-line><![CDATA[Ourense ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Vigo  ]]></institution>
<addr-line><![CDATA[Ourense ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Vigo  ]]></institution>
<addr-line><![CDATA[Ourense ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2022</year>
</pub-date>
<volume>26</volume>
<numero>2</numero>
<fpage>609</fpage>
<lpage>626</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-42582022000200609&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-42582022000200609&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-42582022000200609&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción.  La adolescencia tutelada por el sistema de protección protagoniza itinerarios formativos en los que solo una minoría logra cursar estudios post-obligatorios.  Objetivo.  Comprender que estrategias del acompañamiento socioeducativo, que realizan las figuras profesionales del sistema de protección, facilitan o dificultan el logro de objetivos académicos post-obligatorios con juventud protegida por la administración en Galicia (España).  Metodología.  Se realizó un estudio cualitativo organizado en dos fases. En la primera se llevaron a cabo siete historias de vida y 4 seguimientos longitudinales con jóvenes en protección, nueve fueron mujeres. La media de edad es de 20,3 años. El proceder se diseñó según la teoría fundamentada. En la segunda fase se realizaron dos grupos de discusión en los que participaron 9 figuras profesionales del sistema de atención a la infancia, con una edad media de 34,1 años. Dos especialistas externos colaboraron en el proceso de categorización.  Resultados.  Déficits de apoyo institucional en el sistema de protección para promover el acceso a la formación superior de la juventud tutelada. Las figuras profesionales destacan la precariedad de los medios con los que realizan su trabajo, lo que afecta tanto a la configuración de los apoyos al estudio como a la construcción de un entorno que promueva la formulación de objetivos de capacitación a largo plazo.  Conclusiones.  La universidad, así como sus procesos de gestión administrativa, permanece ajena a las necesidades socioeducativas específicas del alumnado en dificultad social, especialmente las del alumnado que tiene medidas de protección. Se discuten las implicaciones para la práctica educativa.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction.  Adolescents under the guardianship of the protection system carry out training itineraries, but only a minority manages to study post-compulsory studies.  Objective.  To understand which strategies of socio-educational accompaniment carried out by the professionals of the protection system facilitate or hinder the achievement of post-compulsory academic objectives of youth protected by the administration in Galicia (Spain).  Method.  A qualitative study was organized in two phases. In the first, seven life histories and 4 longitudinal follow-ups were conducted with young people in protection (nine were females). The mean age was 20.3 years. The procedure was designed following the grounded theory. In the second phase, two discussion groups were performed with the participation of 9 professionals of the child protection system with a mean age of 34.1 years.  Results.  The youths indicate deficits in the institutional support of the protection system that would facilitate overcoming the social obstacles to higher education. The professionals highlight the precariousness of the resources for their work, which affects both the configuration of study supports and the construction of an environment that promotes the establishment of long-term training objectives.  Conclusions. The university and its administrative management processes remain foreign to the specific socio-educational needs of students with social difficulty, especially those who have protective measures. The implications for the educational practice are discussed.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Introdução.  Apenas uma minoria dos jovens tutelados pelo sistema de proteção percorre itinerários formativos prosseguindo para estudos pós-obrigatórios.  Objetivo.  Compreender que estratégias de acompanhamento socioeducativo, utilizadas pelos profissionais do sistema de proteção, facilitam ou dificultam a concretização dos objetivos acadêmicos pós-obrigatórios dos jovens que estão sob proteção das entidades administrativas da Galiza (Espanha).  Metodologia.  Realizou-se um estudo qualitativo, organizado em duas fases. Na primeira fase, foram consideradas sete histórias de vida e quatro avaliações longitudinais com jovens do sistema de proteção, sendo nove desses participantes do sexo feminino. A média de idades foi de 20,3 anos. O procedimento foi fundamentado com referências teóricas relacionadas com a temática em estudo. Na segunda fase, realizaram-se dois grupos de discussão, nos quais participaram nove profissionais do sistema de proteção da infância, com média de idades de 34,1 anos. Colaboraram dois especialistas externos no processo de categorização.  Resultados.  Os jovens apontam défices no apoio institucional dado pelo sistema de proteção para superar obstáculos sociais de acesso à formação superior. Os profissionais destacam a precariedade dos meios com os quais realizam o seu trabalho, facto que afeta tanto a configuração dos apoios do estudo como a construção de um ambiente que promova a formulação de objetivos de longo prazo.  Conclusão.  As universidades, nos seus processos de gerenciamento administrativo, permanecem alheias às necessidades socioeducativas específicas dos estudantes em vulnerabilidade social, especialmente aqueles que estão sob medidas de proteção. São discutidas as implicações para a prática educativa.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Estrategias socioeducativas]]></kwd>
<kwd lng="es"><![CDATA[inclusión educativa]]></kwd>
<kwd lng="es"><![CDATA[sistema de protección]]></kwd>
<kwd lng="es"><![CDATA[desigualdad social]]></kwd>
<kwd lng="es"><![CDATA[exclusión social]]></kwd>
<kwd lng="en"><![CDATA[Educational strategies]]></kwd>
<kwd lng="en"><![CDATA[educational inclusion]]></kwd>
<kwd lng="en"><![CDATA[protection system]]></kwd>
<kwd lng="en"><![CDATA[social inequality]]></kwd>
<kwd lng="en"><![CDATA[social exclusion]]></kwd>
<kwd lng="pt"><![CDATA[Estratégias educativas]]></kwd>
<kwd lng="pt"><![CDATA[inclusão educativa]]></kwd>
<kwd lng="pt"><![CDATA[sistema de proteção]]></kwd>
<kwd lng="pt"><![CDATA[desigualdade social]]></kwd>
<kwd lng="pt"><![CDATA[exclusão social]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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