This paper is the result of the research "Risk of failure and drop out out in obligatory secondary school. Educational, family and sociocultural contexts. A qualitative study "(P12-SEJ-2664). Based on the available data on school failure and drop out, and using an intersectional perspective, which allows visualize and understand the structure of variables and systems involved, an analysis is made of what we call the "hidden curriculum" of school failure and drop out. This analysis is based on the voices of adolescents and young people. A qualitative research framework has been adopted and the Nvivo Software has been used for data processing. The analysis shows the need to attend to these components, attitudes, values, etc., belonging to diverse contexts (family, educational, social) and different systems (economic, political, cultural, patriarchal ...) from the intersectionality.
Resumen El trabajo aborda el abandono educativo, tema de interés, a nivel nacional e internacional. Este constructo responde a formas de entender la excelencia en el marco de las jerarquías (sociales, educativas o culturales). Nos interesa su análisis desde una mirada interseccional, en la que sin duda el género juega un papel clave. El análisis se realiza desde la investigación cualitativa, escuchando las voces de 18 chicas entre 12 y 16 años, nacidas en Cádiz (España) y que han abandonado el sistema educativo; accediendo a ellas mediante entrevistas semiestructuradas. Se aplicó Nvivo11 en el tratamiento de los datos. Las jóvenes participantes muestran que el género es determinante: la responsabilidad otorgada de cuidado o los roles estereotipados, entre otros elementos, son motivos para el abandono.
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