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Latinoamérica se caracteriza por ser una región desigual, con altos niveles de exclusión social y desigualdad educativa. Desde este referente, el artículo sistematiza las hipótesis explicativas que elaboran los maestros sobre las causas de la estratificación en los resultados educativos. Se plantea un enfoque metodológico cualitativo, de carácter exploratorio, descriptivo e interpretativo, basado en el estudio de caso, a partir del cual, se estudian las representaciones sociales de los maestros sobre las causas del fracaso escolar, en una escuela de contexto sociocultural vulnerable en Montevideo (Uruguay). El fracaso escolar es entendido como el desempeño académico por debajo de lo esperado para el grado escolar que se cursa. Los resultados permiten reconstruir cuatro hipótesis explicativas que ubican las causas del fracaso escolar en: 1) la herencia genética, 2) la familia, 3) la institución educativa y 4) el contexto socioeconómico. Las explicaciones más prevalentes, fuertemente asociadas al ideal meritocrático y a una perspectiva medicalizadora de las dificultades escolares en contextos vulnerables, responsabilizan al niño o a su familia por el fracaso. Se concluye que es necesario considerar el impacto que el contexto social tiene en la determinación del problema del fracaso escolar.

The present study is linked to the family factor on the assumption that from childhood children are subjected to a series of variables implicit in their family environment. Thus, the relationships between family members, the cultural environment, the type of educational style offered by the parental subsystem, etc., can condition the level of academic training achieved by people. With the purpose of knowing how the family factor influences the academic training of children in the Southern Cordillera of the Region of Murcia, the existing climate in families is analyzed and the elements of the family home climate are contrasted according to their academic training. The sample of the study included 278 people and an ad hoc questionnaire was used to gather data. Statistically significant differences are found between people who have higher degrees and those who have completed basic education, in most cases. The conclusions drawn reflect that family relationships are within normality, as well as the degree of affection, communication and academic expectations shown by the parental subsystem towards their peers, although they consider the actions to provide help with school tasks at home are insufficient, as well as their initiatives to foster family leisure activities. [ABSTRACT FROM AUTHOR]

The coexistence of social diversity in Spain has led to a situation of socio-economic inequality. This situation prompted the first Compensatory Educational Centers to originate from the Spanish educational system in the 1960s, whose purpose is to support the socio-educational insclusion of students. The main aim of this research is related to the possible association between socio-economic differences and a higher rate of school failure, taking into account the difficulties arising from the Covid-19 situation as ICTs have been established as the main means of communication. The objective of this study is to bring to light the use of ICT resources as a means of communication in the educational field made by the families of the Andalusian Compensatory Educational Centers, and to contrast them with the use by normative families. The sample comprises students and families from the already mentioned schools of the 2nd cycle of Early Childhood Education. To do this, the access to digital devices, the frequency with which they use the educational platforms iPasen / iSéneca, Classroom, or other alternative routes, and their purposes are analyzed. The information is compiled through questionnaires elaborated ad hoc for the research, where the main results point out specific differences between both populations regarding the access and use of the several digital resources. Finally, it can be concluded that the socio-economic level can be considered a determining factor in the communication between the family and the school. [ABSTRACT FROM AUTHOR]

This article addresses the complex and multi-determined problem of school failure in contexts of violation of rights, providing a reading that takes up the undeniable influence that living conditions have on the development of the tools that support learning. For this we take into account our experience as health professionals who work in the field of psychomotor clinic and the review of the literature related to the subject. Although Uruguay has made important efforts in the field of inclusive education through the installation of the issue on the public agenda and the enactment of laws in this regard, the generation of conditions that ensure the effective fulfillment of the rights enshrined both at an ethical and legal level, it is still complex. To approach this issue we are interested in problematizing the hegemonic school model that has characterized Modernity, and analyzing the failed responses that are built around school failure in contexts of social inequity, among which we highlight the medicalization of school difficulties and discourses that reinforce the alleged equalizing power of the school. [ABSTRACT FROM AUTHOR]

This paper aims to analyze Neoliberalism as one of the factors that lead to the production of conceptions of school failure. The objective is to discuss how neoliberal ideals are introduced in the school setting, causing social, political, and economic relations to be reproduced at school. Furthermore, to understand how these ideals transform the meaning of school. Regarding methodology, It is a bibliographical research divided in two moments: to explain the basis of Neoliberalism and its unfoldings, and henceforth, to present articles that demonstrate conceptions of failure and that are close to themes that refer to the neoliberal ideal. Therefore the research, it was possible to realize that the fundamental theme that links these concepts is the reproduction of social inequality at school. [ABSTRACT FROM AUTHOR]

Pórcia Guimarães Alves thesis is the object of this article, which seeks to understand the making of the research, its links with INEP, as well as its correlations with the educational agenda at the time. The investigation had as its main focus the school failure in primary education in Curitiba, taking it as a consequence of administrative, methodological, social, psychological, and biological factors. Her approach to the problem was innovative and expressed the educator’s links with Anísio Teixeira, in addition to her position regarding the discussion about automatic student approval. Throughout the work, Alves rejected the current explanation about failure to be due to the intellectual capacities of the student and built an argument that, by underlining the precarious conditions of the municipal school system, focused on repetition as an effect of a juxtaposition of causes. At the end of the thesis, Alves developed a teaching experiment at Centro Educacional Guaíra, which was focused on the breakdown of school grades and its impact on student approval, placing the latter as a condition for the implementation of automatic approval. [ABSTRACT FROM AUTHOR]

Concern about failure and dropping out of higher education has intensified in recent decades due to the increased numbers of students, the interest in improvement and educational quality, and to the important role that higher education plays in economic and social progress. This article compiles the main lines of research on the topic and presents a descriptive, cross-sectional case study on failure and dropping out of the major in Social Education at Universidad de Castilla in La Mancha, Spain. The objectives are to identify the causes behind the phenomena and the identifying characteristics, and to improve lines of improvement. The results show the relation of failure and dropping out with the economic situation, motivation/vocation, health, and participation in university life. [ABSTRACT FROM AUTHOR]

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El propósito de este trabajo es analizar el fracaso escolar y abandono educativo desde una perspectiva interseccional. La investigación cualitativa ha sido el posicionamiento metodológico asumido, con las estrategias de recogida de información ad hoc y desde el que ha sido posible afrontar el proceso de análisis. Los resultados permiten identificar la matriz de dominación que se configura a partir de los diversos sistemas de dominación que juegan un papel clave en la concurrencia del fracaso escolar y del abandono educativo. Se abordan los cuatros dominios de los que se compone: estructural, disciplinario, interpersonal y hegemónico. Se concluye con la evidencia de que la interseccionalidad nos permite situarnos en los dispositivos que definen y causan desigualdades e injusticias, o por el contrario, provocan experiencias y situaciones de privilegio. Incorporar la herramienta de la interseccionalidad para el análisis del fracaso escolar y del abandono educativo nos permite reforzar la idea de que no son neutrales, estáticos e inmanentes. La interseccionalidad, como herramienta de análisis crítico, resulta de gran valor para luchar por los derechos de quienes son excluidos, discriminados, marginados desde un proyecto educativo, social y político, comprometido con el bien común y la equidad.

La educación constituye uno de los pilares fundamentales de la sociedad y se ve afectada de forma compleja por los fenómenos migratorios. Esto supone un doble reto, tanto para el sistema educativo del país receptor como para los propios estudiantes y sus familias. En este trabajo se evalúa si el éxito educativo español es diferente según el lugar de origen y si los distintos colectivos de jóvenes de origen inmigrante sufren una estigmatización en relación con su probable progresión académica por parte de la sociedad, en general, y del profesorado, en particular. La metodología utilizada ha sido una aproximación multimétodo; utilizando datos recabados del INE y el informe PISA (2015, 2018), los cuales se han analizado con técnicas estadísticas básicas, pruebas de normalidad de las variables, así como el contraste de hipótesis de la τ de Student de comprobación de igualdad de medias. Se trabajó, con técnicas cualitativas de observación participante y entrevista a personal de la comunidad educativa para valorar el nivel de integración de los inmigrantes en el sistema educativo español y su grado de satisfacción. Los resultados obtenidos muestran que el fracaso escolar de los jóvenes inmigrantes es un fenómeno que se da en todo el ámbito nacional. El profesorado presenta dificultades para enseñar en aulas donde hay mayor número de alumnos con problemas de comprensión del idioma, con niveles educativos más dispares, mayores diferencias culturales y, sobre todo, una cierta tendencia a la formación de grupos de alumnos de la misma nacionalidad con problemas de integración en el aula. Las políticas públicas deberían responder a esta problemática de fracaso escolar, discriminación e integración en las aulas y las investigaciones deberían profundizar en esta línea. Abstract Education is one of the fundamental pillars of society and it’s affected complexly by the migratory phenomenon. This is a double challenge for the education system of the host country as it is the students themselves and their families. In this project, we evaluated whether the Spanish educational success is different according to the place of origin and whether the different groups of young of immigrants suffer any stigma in relation to their likely progression academically on behalf of the society, in general, and from teachers, in particular. The methodology used has been a multi-method approach; using data collected from the INE and the PISA report (2015, 2018), which have been analyzed with basic statistical techniques, tests of normality of the variables, as well as the hypothesis contrast of the τ of Student of equality of means. We worked with qualitative techniques of participant observation and interviews with staff of the education community to assess the level of integration of immigrants in the Spanish education system and their degree of satisfaction. The results obtained show that the school failure of young immigrants is a phenomenon that occurs throughout the country. The teaching staff show difficulties in teaching in classrooms where there are more students with language comprehension problems, with dramatically varying education levels, greater cultural differences and, above all, a certain tendency towards the formation of groups of students of the same nationality with problems of integration in the classroom. Public policies should respond to this problem of school failure, discrimination and integration in classrooms and research should be more extensive in this area.

El objetivo de este estudio es examinar las variables de ingreso de los estudiantes que pueden predecir la permanencia estudiantil mediante el relacionamiento de siete variables ampliamente estudiadas en la literatura y de interés para el contexto de estudio. El modelo propuesto relaciona la edad, el género, el estado civil, la ciudad de residencia, el estrato, los resultados de las pruebas de estado y el tipo de colegio donde terminó los estudios de secundaria como variables explicativas de la permanencia estudiantil. Para el análisis se utilizó el modelo de Cox de riesgos proporcionales ya que incluye las ventajas de un modelo de duración al tener en cuenta el tiempo de ocurrencia de un evento y permite incluir variables de correlación. La investigación arrojó relaciones estadísticamente significativas en las variables de edad y estrato social como predictores de la permanencia estudiantil.

En este artículo, se reportan datos sobre la identificación de algunos factores que influyen en la deserción y reprobación de estudiantes de un curso de matemáticas en el nivel universitario. La investigación realizada respondió a un diseño mixto, cuantitativo-cualitativo, con predominancia del enfoque cuantitativo. Para la recolección de los datos, se aplicaron cuestionarios, entrevistas y un grupo focal a estudiantes, más un cuestionario a docentes. Algunos aspectos relacionados con el alumnado, como el sexo, área de procedencia, tipo de colegio o institución en donde cursaron la educación secundaria, año de ingreso a la educación universitaria, promedio de las notas de educación secundaria, nota de examen de admisión, categoría de ingreso al curso, horario del grupo matriculado y carrera seleccionada, permiten determinar individuos con riesgo de desertar y reprobar. Entre los motivos que surgen más relevantes para la reprobación, destacan: poca dedicación al estudio de las temáticas del curso, falta de adecuados hábitos de estudio, deficiencia en conocimientos previos, priorización hacia otro curso y falta de interés por el estudio. Por otra parte, en deserción, se mencionan factores como bajo rendimiento académico en el primer examen parcial, priorización hacia otro curso matriculado, deficiencia en conocimientos previos, falta de interés y poca dedicación al estudio del curso. A partir de los resultados obtenidos, surge la necesidad de hacer una revisión de las temáticas incluidas en el programa de la materia y establecer estrategias que insten a una adecuada inserción del estudiantado al primer curso de matemática en el nivel universitario.

El presente estudio está vinculado al factor familia, partiendo del constructo que avala que, desde la infancia los niños se encuentran sometidos a una serie de variables implícitas en su entorno familiar. Así, las relaciones entre los miembros de la familia, el ambiente cultural, el tipo de estilo educativo ofrecido por el subsistema parental, etc., pueden condicionar el nivel de formación académica alcanzado por las personas. Con el propósito de conocer cómo influye el factor familia en la formación académica de los hijos, en la Cordillera Sur de la Región de Murcia, a través de un cuestionario ad hoc y una muestra de 278 personas, se analiza el clima existente en las familias y se contrastan los elementos del clima familiar del hogar en función de su formación académica, hallándose diferencias estadísticamente significativas entre las personas que poseen titulaciones superiores y las que han cursado formación básica, en la mayoría de los supuestos. Las conclusiones extraídas reflejan que las relaciones familiares se encuentran dentro de la normalidad, al igual que el grado de afecto, comunicación y expectativas académicas mostrado por el subsistema parental hacia sus congéneres, aunque consideran insuficientes sus acciones para proporcionar ayuda con las tareas escolares en casa, al igual que sus iniciativas en la realización de actividades de ocio en familia.

El presente artículo aborda el complejo y multideterminado problema del fracaso escolar en contextos de vulneración de derechos, aportando una lectura que retoma la innegable influencia que las condiciones de vida tienen en el desarrollo de las herramientas que sostienen los aprendizajes. Para ello, nos valemos de nuestra experiencia como profesionales de la salud que se desempeñan en el ámbito de la clínica psicomotriz y de la revisión de la bibliografía vinculada a la temática. Si bien Uruguay ha realizado importantes esfuerzos en el campo de la educación inclusiva a través de la instalación de la temática en la agenda pública y de la sanción de leyes al respecto, la generación de las condiciones que aseguren el cumplimiento efectivo de los derechos consagrados tanto a nivel ético como jurídico resulta aún complejo. Para aproximarnos a esta temática, nos interesa problematizar el modelo escolar hegemónico que ha caracterizado a la Modernidad, y analizar las respuestas fallidas que se construyen entorno al fracaso escolar en contextos de inequidad social, entre las que destacamos la medicalización de las dificultades escolares y los discursos que refuerzan la pretendida potencia igualadora de la escuela.

En el campo del conocimiento acerca de la permanencia escolar son limitados los estudios que abordan las estrategias de afrontamiento al fracaso escolar. Las investigaciones sobre este objeto siguen una lógica cuantitativa que limita el conocimiento de conductas específicas que pone en práctica el alumnado en un contexto determinado. El presente artículo se deriva de un estudio cuyo objetivo fue analizar el contenido de la representación social que tiene sobre el afrontamiento al fracaso escolar el estudiantado de tercer grado de CECyTE, Baja California. A partir de un enfoque cualitativo, se desarrollaron grupos focales y entrevistas con estudiantes de bachillerato. Los resultados muestran que la transición de educación presencial al aprendizaje en línea ha producido un aumento en la dificultad de adaptación a nivel psicológico y comportamental en el estudiantado. Producto de este contexto, los participantes de este estudio pusieron en práctica dos estilos de afrontamiento. Por una parte, el afrontamiento adaptativo centrado en la resolución del problema, a partir de la participación de compañeros/amigos, el cual les garantizó adaptación y ajuste psicológico necesario para hacer frente al fracaso. Por otra parte, el afrontamiento centrado en las emociones a partir de la participación de miembros de la familia.

La deserción estudiantil afecta a los sistemas educativos a nivel global y Chile no es la excepción, especialmente en el sector universitario. No existe una única razón que lleve a los estudiantes a desertar, sino más bien es un fenómeno multicausal, las condiciones de cada institución toman relevancia al intentar explicar este fenómeno. En este contexto, el objetivo de esta investigación es identificar y analizar los factores institucionales que explican la deserción estudiantil de las universidades chilenas. A partir de una muestra de 28 universidades llamadas públicas, integrada por instituciones privadas y estatales, se aplicaron tres tipos de regresiones de tipo panel de datos sobre variables explicativas para el periodo 2016-2018. En un primer análisis se evidenció que la tasa promedio de deserción estudiantil es mayor en las universidades estatales en comparación con las privadas. Del mismo modo se logró evidenciar que, a mayor cantidad de docentes con postgrado, a mayor número de metros cuadrados construidos de salas de estudios, laboratorios y salas de clases por estudiantes, y a mayor número de bibliotecas académicas, menor es la tasa de deserción estudiantil. Estos resultados podrían ser interesantes para la definición de políticas institucionales.

Introducción. El alumnado de la Formación Profesional Básica (FPB) se caracteriza por tener necesidades formativas que transcienden el ámbito educativo. En muchos casos son jóvenes en riesgo de exclusión educativa y social. Para atender adecuadamente al alumnado es deseable una actitud positiva del profesorado hacia la atención a la diversidad (AD). Realizada una revisión de la literatura sobre el tema, se constata que no existe un cuestionario que lleve a cabo una medición del compromiso del profesorado hacia la AD en esta etapa educativa. El objetivo de este artículo es diseñar y validar un cuestionario que permita medir dicho compromiso y las dimensiones principales que constituyen el mismo. Método. Este cuestionario cubre una necesidad manifiesta, valorando 4 dimensiones y 19 indicadores clave que posibilitan la medición del compromiso del profesorado para dar respuesta a la heterogeneidad del alumnado y a sus posibles carencias y, en consecuencia, incidir en la mejora del éxito educativo de los estudiantes de FPB. Tras recoger información de 218 profesores/as (el 53.69% del total del profesorado de FPB del País Vasco), y analizados los datos siguiendo el esquema de la Teoría Clásica de los Test y el Análisis Factorial Confirmatorio, los resultados señalan que COMAD es un instrumento válido y fiable para lograr este propósito. Así mismo, se señala que las dimensiones fundamentales que ayudan a mejorar este constructo son las siguientes: la valoración del trabajo cooperativo en el aula, la interacción con los diversos agentes educativos y sociales, la valoración de la tarea profesional, el apoyo de los compañeros/as, la coordinación del centro y, por último, los recursos escolares individualizados de AD. Discusión. Se apela a la Administración educativa vasca a que capacite al profesorado de FPB en la AD.

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La concentración del alumnado inmigrante en las escuelas es vista con preocupación, ya que se relaciona generalmente con una mayor incidencia del fracaso escolar. En este contexto, y para Cataluña, se analiza la relación entre proceso migratorio, concentración escolar y resultados escolares para los alumnos que finalizan la educación secundaria obligatoria. Se emplea una perspectiva generacional, construida a partir del año de llegada a Cataluña, del lugar de origen y del de sus progenitores. Estos datos provienen del enlace realizado por el Instituto de Estadística de Cataluña entre los microdatos de los alumnos matriculados en escuelas públicas en el curso 2015-2016 y el Registro Estadístico de Población. Los resultados indican como la concentración se relaciona, para la mayoría de orígenes, con un incremento del fracaso escolar. Estos efectos se visibilizan a partir de elevados niveles de concentración, y son ambiguos en algunos orígenes, ya que no siempre se producen en el mismo sentido. Adicionalmente, estos efectos son más importantes para los alumnos autóctonos. La elevada diversidad de situaciones sugiere que la relación entre concentración y fracaso escolar no puede ser abordada desde una sola acción política.

La Organización de las Naciones Unidas ha asumido el compromiso de trabajar para mejorar la vida de todos los ciudadanos como reto a alcanzar en el 2030. De entre los 17 objetivos que encontramos en la Agenda internacional de trabajo, destacamos el número 4, centrado en garantizar una educación inclusiva, equitativa y de calidad, y de promover oportunidades de aprendizaje para todos. Por ello, en este estudio cuantitativo no experimental de corte descriptivo, se presentan los resultados del análisis de una medida específica de atención a la diversidad y de ordenación académica para mejorar el aprendizaje y el rendimiento de determinados alumnos dentro del sistema educativo. La muestra de este estudio descriptivo es de 2463 alumnos repartidos en las 196 unidades de PMAR del curso 2016/2017 y de 2507 alumnos en las 189 unidades de PMAR del curso 2017/2018 en el que se han utilizado análisis y pruebas inferenciales como la Shapiro- Wilk y la T de Student. De los resultados se destaca que la mayoría de alumnos escolarizados en los PMAR son de género masculino, con un total del 56,5% en toda la Región y que se produce un aumento del alumnado escolarizado en este programa en los dos cursos analizados, a excepción de las comarcas Vega del Segura, en la que se reduce y en Valle del Guadalentín donde se mantiene. Por ello y como una de sus conclusiones, sería recomendable fomentar la implantación de este tipo de programas para así dar continuidad al alumnado, evitando el absentismo y el abandono escolar, ofreciendo una educación inclusiva.

La educación española tiene altas tasas de fracaso y abandono escolar; teniendo consecuencias negativas para la integración y adaptación futura de los jóvenes a las sociedades avanzadas. Demasiadas familias y alumnos tienen una deficiente orientación educativa y solamente contemplan, finalizados los estudios de secundaria, el bachillerato y después la universidad; sin plantearse los itinerarios de la formación profesional de grado medio y superior. En la investigación se presentan datos cuantitativos oficiales y entrevistas a personas conocedoras de la temática. El abandono educativo prematuro limita el desarrollo vital y profesional de los individuos; por este motivo, se debería mejorar y personalizar la orientación educativa de los alumnos durante la etapa de secundaria obligatoria.

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Educational trajectories are affected by multiple factors, including structural, contextual and individual aspects. In this article, a review of the educational panorama of five Ibero-American countries (Chile, Colombia, Spain, Peru and Uruguay) is made from the perspective of public policies in education, dropout, school failure and academic performance, to later link these with the conceptual analysis of school engagement. Therefore, this article is an invitation to understanding school engagement as a significant predictor in the identification of variables that intervene in the success of educational trajectories; as well as a strategy for monitoring the learning process, to contribute with diverse educational trajectories, conceived from singularity, inclusion and conducive to the integral well-being of the person. [ABSTRACT FROM AUTHOR]

RESUMEN En este artículo se analiza la evaluación del alumnado en dos programas de reenganche educativo y social: Programas de Aprendizaje Integral (PAI) y Programas Formativos Profesionales (PFP) en la Región de Murcia (España); se reflexiona sobre el tipo de evaluación y su pertinencia para el reenganche y la inclusión del alumnado. Para ello, se optó por una metodología de investigación de estudios de caso múltiples con diferentes instrumentos de recogida de datos: análisis documental, cuestionario, entrevista y grupos de discusión. Los resultados arrojados en este estudio ratifican el desarrollo de una evaluación en el aula parael aprendizaje a través del uso de distintos instrumentos de evaluación y criterios para evaluar, lo que puede facilitar la inserción educativa y social del alumnado.

This article shows the data obtained in the research conducted by a model ex-post-facto. We have constructed a questionnaire ad hoc in which we analyse the relationship between Severe Mental Disorder (SMD) and early school dropout. We select those 67 graduates, from a day care hospital specialized in severe mental disorder, who have a disengagement with the centre of at least five years. The ages of the participants are between 18 and 24 years old. With the instruments applied and the obtaining of an internal consistency of.826, we chose to interpret the relationship between variables with Fisher's exact test. Obtaining p =.026 <.05, we can say that there is a statistical relationship between SMD and early school dropout. We have also been able to observe how obtaining compulsory secondary education is fundamental so that the individual continues structuring their academic life and access to the working world. [ABSTRACT FROM AUTHOR]

The topic of academic failure, especially among high school adolescents, is quite complex, but has been the focus of few studies compared to the elementary school stage. This study aimed to investigate the factors associated with the phenomenon of school failure in high school from a systematic review of theses and dissertations (search period from 2013 to 2019). Eight studies (2 dissertations and 6 theses) were selected and submitted to qualitative content analysis, based on three thematic categories: sample characterization, methodological characteristics, and factors associated with the phenomenon of school failure. The results suggest a predominance of conceptions that blame the student and his family for the academic failure experienced, so that the implications of teachers and the education system are briefly highlighted. This refers to the difficulties in thinking about the phenomenon of school failure beyond what is immediately present in the school's daily life. Regarding methodological aspects, the studies were mostly qualitative and cross-sectional. The need for further investigation on the theme in Brazil is discussed in order to give more visibility to this phenomenon. [ABSTRACT FROM AUTHOR]

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En este artículo, se presenta una parte de los resultados de una investigación sobre el fracaso y el abandono escolares llevada a cabo desde el Departamento de Sociología de la Universidad de Salamanca. La idea de partida, ya presentada en otras investigaciones, es que el abandono escolar prematuro es el resultado de un proceso progresivo de desvinculación de la escuela por parte de aquéllos que acaban abandonando antes de la obtención de un título post-obligatorio. Los diversos aspectos del proceso de fracaso deben observarse, desde este punto de vista, como síntomas de ese desenganche progresivo y previo por parte del alumno con respecto a la institución. El objetivo de este artículo es presentar los pasos y los elementos de este proceso a partir de la información con la que contamos. Para realizar este análisis, se ha recopilado una base de datos de expedientes (académicos, disciplinarios y de orientación) de alumnos entre 16 y más de 25 años que ya habían abandonado el sistema en el curso 2007-08, y se han realizado entrevistas con alumnos que han abandonado recientemente. A partir de esta información, se ha generado una serie de perfiles de comportamiento académico de los alumnos, se sientan las bases para realizar una crítica de la eficacia de las medidas de diversificación, y se corrobora la escasa importancia de los problemas disciplinarios en el proceso de abandono. Desde el punto de vista del alumnado, aparecen como elementos clave para el abandono: (1) la atracción relativa de la incorporación al empleo, (2) la desmotivación progresiva con la oferta vital de la escuela, (3) los cambios de centro, (4) el peso de los “malos profesores” y (5) la consideración del abandono como un éxito personal – como una victoria táctica–. Todos estos aspectos aparecen en los discursos de los alumnos como elementos clave en el proceso.

The problem of school failure is a topic of special relevance, due in large part to the high percentage of students who do not successfully complete compulsory education. School failure, as well as school success, is determined by multiple causes, components or factors, as well as causes related to the student, the school and the family. The objective of this work is to analyze the causes of school failure from the perception of students, teachers and secondary school management teams. A descriptive study with a quantitative approach is carried out. The information is collected through a questionnaire, with proven validity and reliability, in its different dimensions. The participants in the study are: 757 students, 221 professors and 116 managers and heads of department of 17 Educational Centers of Valencia. The results indicate that the most important causes of school failure are, first, the student’s commitment to the study and, secondly, the involvement of the family in education. More especially the students give importance to the effort, the teachers to the socialization problems of the students and the management teams to the responsibility of the student and the family in the learning process. In addition, it is verified that there are statistically significant differences in the responses of the students, the professed and the management teams. Finally, the results are discussed.

The article seeks a reflective analysis about the problem that presents itself in Basic Education in face of the learning problems that some children have. Inadequate responses on the part of students to pre-established standards at school, regarding content and methodological procedures, consider them students with learning difficulties, culminating in school failure and incessant search for diagnoses in the medical field. Professional performance in the face of the situations indicated was experienced as a school failure revealed by the numerous referrals of students to the Municipal Center for Assessment and Special Education, in the municipality of Fazenda Rio Grande, Paraná, to the medical field. [ABSTRACT FROM AUTHOR]

This paper results from studies held on UERJ´s nucleus Linguagem, Alfabetização e Letramento, held by research group Language, Human Cognition and Educational Processes. Based on a theoretic survey, it presents a contribution to debate concerning such theories that, even though presented as interdisciplinary approaches for Education, tend to overvalue a clinic most biological perspective of scholar learning, spite of being schools intrinsically associated to different forms of diversity. Herein it´s defended that interdisciplinary approaches oriented to Education must highlight cultural diversity and it´s role on school processes of overcoming and inclusion. Survey is presented in three parts: critical analysis of so called biological theories of school failure, with emphasis on their role on the stigmatization of school subjects; analysis of the contribution of cultural studies to the advance of comprehension about school failure, and; description of discursive notions that impact to the comprehension of knowledge construction under the perspective of cultural diversity. [ABSTRACT FROM AUTHOR]

Early school leaving, the result of students' progressive disengagement with schools, is still one of the main axis of study and intervention in our education system. The different re-engaging training and socio-labour paths that might be designed for youths who dropout from schools are another important field of study and intervention. This article is framed within a project funded by the Spanish Ministry of Education called "Educational and Socio-Labour Re-engaging Processes of Disadvantaged Young People. Case Studies and Socio-Educational Consequences". Two objectives are key for our study. On the one hand, to define the characteristics and the prevention contexts of early school leaving and the implementation of successful re-engaging programs for disadvantaged youths. And, on the other hand, to analyse resilient educational personal stories and trajectories of youths who have successfully participated in educational programs. This article provides an analysis of the comparative features -organizational, structural, pedagogical and institutional- of successful re-engaging programs developed in socio-educational institutions in Gijón (Asturias). To this end, we used a qualitative approach based on the description of case studies. More specifically, we compare different re-engaging programs implemented in different contexts. Following the reporting of the data, we present some final considerations from which lines to review, improve and raise awareness on re-engaging programs can be inferred. [ABSTRACT FROM AUTHOR]

Background: From Early Childhood Education onwards, causal attributions influence explanations of school performance. We performed a systematic review of the available knowledge (1970-2019) about Weiner’s (1986) Attribution Theory of the Motivation of Achievement in order to examine studies related to the causal attributions of success and failure at school. We found numerous empirical studies related to Bernard Weiner´s theory. However, little research exists about students in Early Childhood Education. Therefore, the aim of this study was to identify the causes to which children attribute their successes and failures during this educational period. Method: A sample of 200 students aged between 3 and 6 years old was selected. To collect the data, an individually implemented Piagetian clinical interview was used. Results: A large volume of qualitative information was collected for classification which exceeded Weiner´s traditional causal attributions. Creating a category to group all new attributions implied losing too much information under a non-specific label. Conclusion: A new categorization of the causal attributions was designed, made up of 10 categories -adapted to the 3-6 years age range-which revises and expanding on the categorization created by Weiner. [ABSTRACT FROM AUTHOR]

This paper discusses the relevance of using games to attend children with school difficulties. It studies its potential as an instrument of observation and intervention based on two fronts of analysis. On one hand, it examines the contributions of board games from the French neopiagetian research's view about the impact of new technologies on child development. On the other hand, it articulates these discussions with data from a University Extension Program for children aged 7 to 11 years. The method involved the systematization of 172 protocols corresponding to 35 participants. The results highlight the potentialities of games as an intervention tool, and note that interest and persistence alone do not guarantee satisfactory procedures in the resolution of cognitive and socio- -affective challenges, contrary to adult's arguments that insist on lack of effort and attention as causes for school difficulties. [ABSTRACT FROM AUTHOR]

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The problems involving the schooling process are not recent in the history of our country, it is known that despite significant improvements in the educational indexes released by the most recent data, there are still many issues that cross the educational field and therefore deserve to be analyzed and discussed with the depth that the topic deserves. Thus, the objective of developing this article is to identify and analyze the historical, social, subjective and political processes that make up the Brazilian educational reality, reflecting on the learning problems and the phenomenon of pathologization of education, something that continues to occur in large scale as a way to deal with students with low school performance. For this, a bibliographic survey of books, articles, dissertations and theses by authors of critical school / educational psychology was carried out, which problematize and question some theories in force during the constitution of education in Brazil, theories that frequently justified the causes of school failure in a reductionist and pathologizing way, blaming mainly students and their families, while disregarding other important aspects in the analysis. Despite advances, it was possible to verify that many of these visions are still found today in schools, and that is why we seek here to understand school complaints in a multifactorial way, thinking about the possibilities of action and intervention in the interface of psychology and education. [ABSTRACT FROM AUTHOR]

School failure is an object of debate in different educational and political spheres. Despite the discussions, it is a problem that is far from a resolution and deserves the attention of researchers. Research in the educational area has pointed out that the explanations for the phenomenon are centered on the student and/or his family. Thus, the aim of this theoretical essay is to problematize the conception that school failure is the sole and exclusive responsibility of the student, and the naturalizing and positivist views about the human being, in an attempt to overcome it. The theoretical and methodological framework to which our analysis sought support is the historical-cultural theory and, therefore, dialectical historical materialism. We specifically analyze the social and psychological dimensions of school failure beyond the accountability of the student and his family, considering the totality of social being and the objective conditions of concrete reality. Taking a critical look at the phenomenon of school failure implies revealing our difficulty as a society, embodied in our education systems, school institutions and education professionals in dealing with the challenges arising from the democratization of education, that is, with the access of the popular classes to the public school. Thus, school failure ends up being treated as an individual problem, exempting the others involved in the schooling process from responsibility. [ABSTRACT FROM AUTHOR]

This study examines the role of the compensatory education program on the development and management of educational failure in compulsory lower secondary education. Drawing on ethnographic fieldwork, it reveals the everyday struggles regarding how to deal with "difficult" students, as determined by educational ideologies, resources, teachers' schemes of perception and professional logics. The program is stigmatized and associated with "disruptive" students and hard pedagogic work, with negative effects on students' and teachers' experiences and expectations and reveals a limited capacity to compensate for pupils' disadvantages. Rather than compensating social inequalities, it manages pupils' social heterogeneity through segregation and exclusion form the inside. [ABSTRACT FROM AUTHOR]

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