¿Igualdad de oportunidades? Más que el mero acceso: trayectorias y narrativas de jóvenes en fracaso y abandono educativo en España y Portugal.

Abstract

Equity and equal opportunities in education are objectives present in the legislative frameworks of the countries of the European Union. One of the indicators used par excellence to guarantee the fulfillment of these objectives is the Early Leaving from Education and Training (ELET). In recent years the level of abandonment has decreased in countries such as Spain and Portugal, scenarios of our study. However, due to the complexity of abandonment processes, we cannot attribute it to a single cause. Our interest is to analyze it from the school experience: how the ESL is lived and how a school is thought to guarantee the success of all. To do this, we gather the perspective of the young people who star in it, through life stories, in-depth interviews and focus groups. In the narrative of the students about their stage of schooling, the practices of attention to diversity are translated into experiences of exclusion. In the mass school, school failure and segregation are frequent forms of response to diversity. Resources and learning conditions continue to be marked by deficiencies, particularly among those in situations of greater social vulnerability. The theoretical level where the regulation of the educational system moves tries to favor the capacity and motivation to learn. However, the practice is driven by other inertia that explain what happens in schools from the logic of accumulation and competition, leaving aside the commitment to equity.

¿Por qué volver a la escuela? Un estudio de caso sobre Educación de Adultos en Ecuador

“…Entre ellas estarían un estilo autoritario de convivencia, respuestas educativas a la diversidad que terminan en exclusión, la enseñanza centrada en el docente que reduce a un segundo plano las inquietudes, espontaneidad y las necesidades relacionales y cognitivas del alumno. En una cotidianidad educativa de esta naturaleza, el capital cultural que lleva el menor a la escuela es anulado y la educación se convierte en una suma de pautas conductuales y sociales que hay que obedecer (Herrera, 1999;Espíndola & León, 2002;Ou, Mersky, Reynolds, & Kohler, 2007;Rumberger & Lim, 2008, Morentin Encina, Ballesteros Velázquez, & Mateus, 2019. Desde el aporte de los autores citados, además de este modo de relacionarse de los docentes, también hay vivencias en los propios estudiantes que impiden alcanzar una convivencia satisfactorio en la escuela y que se han hallado vinculados al su abandono: comportamientos conflictivos y vínculos negativos con docentes y otros pares, escasa participación de las actividades del colegio, absentismo escolar, bajo rendimiento académico y una baja adaptación a los diferentes subniveles educativos.…”

Early and Dynamic Socio-Academic Variables Related to Dropout Intention: A Predictive Model Made During Pandemic

“…Chile is no exception, reaching dropout rates of 26.4% at the higher education level and 23.1% at the university level during the first year of studies [3]. The effects that this entails an impact at the individual and family level, with repercussions on the life project and the family economy [4][5] at the institutional level, impacting on quality and efficiency indicators and at the social level, affecting social and economic development due to the decline in human capital [6].…”

Early and Dynamic Socio-Academic Variables Related to Dropout Intention: A Predictive Model Made during the Pandemic

“…The effects of dropout include an impact at the individual and family level, with repercussions on the life project and the family economy [4,5] at the institutional level with respect to quality and efficiency indicators. At the social level, dropout affects social and economic development due to the decline in human capital [6].…”