School dropout (SD) is a complex process that violates and excludes. Youth and Adult Education (YAE) is often the place of transformation of this reality, with scarce resources and basic capacities. Through a qualitative case study in Chile and Spain, we sought to identify educational experiences and practices that seek to reverse SD. We recognized students' accounts of experiences and traumas of educational exclusion, and teachers' accounts of experiences of exclusion and AE, being counter-hegemonic practices and alternative ways of banding, a response to an excluding neoliberal educational order.