Educational Curriculum for Youth in Closed-Regime Detention: The Case of a School in Talca, Chile

Abstract

This study examines the educational response at the various levels at which the curriculum is implemented for youth deprived of liberty in closed detention facilities—that is, those who receive their education in the same facilities where they are serving their sentences. To address these issues, we adopted a qualitative approach using ethnographic techniques, such as interviews with professionals working in detention centers, as well as a review of regulations and curriculum documents. The results show that there are low expectations regarding educational opportunities for these youths and their social reintegration, administrative limitations, and educational practices that are out of context. This situation leads us to propose adjustments to the curriculum, training for professionals who work directly with children and adolescents, and more inclusive educational practices.