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The main objective in this study is to evidence the efficiency of the Peques System as a useful tool to diagnose, at an early stage, possible difficulties which will affect the academic performance. In a 3-year longitudinal study, the Perceptual-Motor Diagnostic System (Peques) was applied to a sample of 149 participants (77 boys and 72 girls), who were beginning preschool education. Peques classified 38 children with a high risk to lose a year at primary school level. After a three-year follow-up (first primary school level), it was determined that 23 of the 127 who remained in the study (18%), had failed the first, second or third school year. From the high-risk group diagnosed by the Peques System, an 83% indeed lost a school year. These boys and girls had difficulties in different aspects, such as their information processing capacity, motor development, corporal image, Gestalt development and corporal coordination. We concluded that Peques System was able to predict the academic failure in the primary school level, based on the perceptual-motor development reached at preschool level. Further, based on this experience it is recommended to pay special attention to perceptual-motor development, since it plays a basic role in the academic success of boys and girls.

En España existe un alto índice de fracaso escolar, siendo Melilla el que presenta el índice más elevado de todo el país (PISA, 2012). Una de las principales causas es la desmotivación de los alumnos. Este estudio examina cuáles son las orientaciones de meta de los alumnos de Educación Secundaria Obligatoria en relación con el sexo, etnia, curso y rendimiento académico. Para ello, se ha utilizado un estudio ex-post-facto de tipo comparativo-causal y han participado 204 alumnos de 1º A 4º de ESO. El instrumento utilizado fue el Cuestionario de Percepción de Éxito (Martínez Galindo, Alonso y Moreno, 2006). Los resultados indican que los chicos y el grupo de origen bereber están más orientados hacia las metas de ego mientras que las chicas y el grupo de origen europeo lo están hacia las metas de tarea y no existen diferencias en cuanto al curso académico.

In this article some advances of a doctoral thesis are presented. The thesis focuses on teaching work in primary education for young people and adults (EDJA) in Córdoba. The analysis of a class fragment is presented, in which the teacher decides repeatedly to change the mathematical tasks of the students whenever difficulties arise to solve them. Some aspects of mathematical activity modifications are described from the use of notions of the anthropological theory of didactics and of the theory of didactic situations. From these theoretical contributions, the student's supposed participation in the accomplishment of the tasks is interpreted as a manifestation of the Topaze Effect. [ABSTRACT FROM AUTHOR]

Considering the suffering associated with learning difficulties and school failure, this study compared the indicators of emotional and behavioral problems assessed by adolescents, their parents and teachers among groups of students with and without a history of failure in elementary education. A cross-sectional case-control study was carried out, involving 24 adolescents with retention, who were compared to 24 adolescents without the same history, 48 mothers/fathers and 21 teachers who responded to Youth Self Report, Child Behavior Checklist and Teacher's Report Form, respectively. We also considered the grades of adolescents in Portuguese and Mathematics. The results showed that both externalizing and internalizing problems were associated with academic performance and that teachers identified more emotional and behavioral problems in school failure group compared to parents and adolescents. The evaluation by different informants made it possible to contemplate the complexity of the variables investigated. [ABSTRACT FROM AUTHOR]

The study explores the motives that, according to the students themselves, have led them in the past to a trajectory that culminated in early school leaving. Based on this general objective, the study carried out has an exploratory and heuristic nature and adopted a qualitative methodology in order to obtain knowledge linked to the experience, meaning and context of the protagonist subjects. To do this, and within the framework of a single case study, we have used semi-structured interviews in depth with the young students belonging to the Escuela de la Construcción in Ceuta, which offers training itineraries for the socio-labor insertion of people in situation or risk of social exclusion. This procedure has allowed us to collect information about the trajectory of the students until they were admitted to the center. The stories were subjected to narrative analysis and the results adopted the biogram format, using categories referring to vital stages and scope that allow for the accommodation of the singularities associated with each personal situation. The findings suggest that the resumption of the formative trajectory depends not only on training itself but also on the previous trajectory of the subjects. Reasons pushing students to abandon their education come both from the education centers and from outside them and that both types of reasons will also have an impact on the subsequent decision to resume their training. [ABSTRACT FROM AUTHOR]

Copyright of Enseñanza & Teaching (2386-3919) is the property of Ensenanza & Teaching and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Profesorado: Revista de Currículum y Formación del Profesorado is the property of Profesorado: Revista de Curriculum y Formacion del Profesorado and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The present research had the objective of apprehending the knowledge elaborated by teachers about their role in school failure. School failure can be understood when concepts, values, knowledge and citizenship have not been internalized by the student during his or her school career. It was a qualitative study of the ex post facto type. A total of 562 teachers participated, who answered the question: What is the teacher's role in school success / failure? Semistructured interviews were analyzed through the Descending Hierarchical Classification (CHD) made by Iramuteq software. The results show three classes in the corpus, in CHD, class 2: "The teacher's role in school failure" represents 52.29% of the corpus, class 3: "The teacher as main agent in the learning process" representing 35, 05% and Class 1: "The strategies needed for success" representing 12.66%. Thus, in their role, teachers identified themselves with the role of mediator of learning and with the constant need to update themselves and to seek innovative techniques. It is understood that the studies do not end with this research and it is expected that it will contribute to future studies on the subject. [ABSTRACT FROM AUTHOR]

Introduction: School failure is a major challenge at individual and social levels, owing to its negative impact on social cohesion, citizen participation, economic development and sustainability and also its impact on health habits. Various studies have shown the link between family socio-economic level and educational results, to the point that this factor has been regarded as their principal determinant. Nonetheless, the essentially attributing school failure to the student's milieu is only descriptive in value and could impede the development of more appropriate responses to this challenge. A better systemic and integral understanding of the phenomenon might contribute to a better approach to the problem through the development of new proposals for public policy and socio-educational actions. To this end, it is necessary to have appropriate measurement instruments that evaluate different dimensions in an integrated manner. Method: the objective of this study is to evaluate the psychometric properties of the Questionnaire on Determinants of Success at School (QDSS) in a sample of 858 secondary-school students resident in vulnerable socio-demographic settings from 5 Spanish cities. The questionnaire combines items about factors that specialist literature has significantly linked to educational attainment, excluding those that already have specific validated questionnaires. Results: the principal component analysis gave 7 factors: school environment, relationships with classmates, personal expectations, social capital, ITC study resources, climate in class and family support. The goodness of fit indices show good properties for the questionnaire. Conclusion: the QDSS is an instrument that has appropriate psychometric properties for use in identifying factors that support educational success in secondary-school students. [ABSTRACT FROM AUTHOR]

Copyright of Revista Didasc@lia: Didáctica y Educación is the property of Universitaria de Las Tunas, Centro de Estudios de Didactica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Este artículo analiza, a partir de un trabajo etnográfico, uno de los principales modos de gestión del “fracaso escolar” en la enseñanza secundaria obligatoria: los dispositivos institucionales conocidos como “medidas de atención a la diversidad” (MAD). Analizando la lógica práctica de estos programas en un contexto concreto, muestra cómo se construye a los alumnos para cada dispositivo en las prácticas de clasificación y asignación a estas medidas, cómo estas formas de clasificación afectan a las expectativas y a las prácticas pedagógicas de los docentes, y cómo las MAD se encuentran atravesadas en su organización pedagógica por diversas tensiones y ambivalencias. Estos dispositivos han modificado la estructura de la educación obligatoria y los procesos de selección escolar, afectando a la construcción de los juicios escolares, las jerarquías de alumnos y las trayectorias escolares de los estudiantes.

Se estudia la forma de trabajo pedagógico de un centro secundario de gestión estatal que en los últimos 10 años logra resultados sobresalientes, en términos de logros de aprendizaje y retención de estudiantes. Las preguntas que guiaron el trabajo apuntaron a identificar dichas estrategias y a describir el rol que tienen tanto la dirección del centro como la cultura organizacional en su definición. Se realizó un estudio de caso, que implicó más de 70 horas en el terreno, 30 entrevistas, análisis de documentos (libretas de profesores, actas de reuniones), y observación (ambiente físico, interacciones, reuniones, recreos, clases de tutorías). El centro elegido desarrolla un conjunto amplio de estrategias de acompañamiento de los aprendizajes, el liderazgo de la dirección coloca los aprendizajes en un lugar central y se focaliza en la solución de problemas endémicos de gestión, y existe una cultura organizacional integrada, con marcada presencia de las familias de los alumnos. El trabajo dialoga con la literatura sobre abandono escolar temprano, uno de los problemas más importantes que enfrentan las sociedades contemporáneas especialmente en el nivel de la educación secundaria, y hace aportes originales en la identificación de estrategias de acompañamiento de trayectorias de estudiantes en riesgo de fracaso.

Este artículo recoge las principales conclusiones de un estudio sobre la trayectoria educativa de mujeres adolescentes que enfrentan el desafío de ser madres. Se trató de un estudio cualitativo cuyo objetivo fue comprender la vivencia de madres adolescentes, para identificar dimensiones que se asocian al retiro y la retención escolar, así como describir las demandas de apoyo para compatibilizar ambos roles (estudiante y madre). Con base en diez entrevistas, realizadas a madres adolescentes escolarizadas en establecimientos municipalizados y madres que no continuaron sus estudios secundarios, se desarrolló un análisis comparativo entre ambas experiencias y sistema de creencias. Se concluye que la maternidad no es un factor que genere de forma causal la deserción escolar; pero sí influye sobremanera las dinámicas de inclusión al interior de los establecimientos educativos, lo cual genera estrés y limita procesos de aprendizaje. Además, la vivencia precoz de la maternidad debilita el capital social, las redes de apoyo y las relaciones interpersonales con docentes y pares. De igual forma, se concluye que la maternidad adolescente incide significativamente en la reflexión sobre los proyectos de vida. Para promover la permanencia en el sistema escolar, es preciso abordar los prejuicios y discriminaciones de género que se dan en su interior, tanto por parte del cuerpo docente como de estudiantes, así como instalar prácticas de cooperación que favorezcan la inclusión escolar.

Objectives: This study investigates the causes of school failure in two public secondary schools in Padrón (A Coruña, Galicia, Spain) measures programs and policies implemented for reduction. Method: To address the problem of school failure in the centers studied, with an evaluation study mixed methodological approach is designed. In this design the three main objectives of the LOGSE are measured: 1) compulsory education, 2) equity and equal opportunities, 3) and the quality of education. To do this a number of variables through which to benchmark the efficiency, effectiveness, and sustainability excellence are chosen, and quantitative data from various sources and qualitative data collected through interviews and focus groups. Results: We observed that the increase of schooling to 18 years has been one of the positive consequences of the implementation of LOGSE because it is a mechanism that significantly promotes equal opportunities, although the results in terms cultural and educational level, still appear to be insufficient. The factors that influence school failure are multiple and are closely interrelated, so that instead of focusing resources on some of its components, seem to be more appropriate and more likely to succeed a strategy that implies a global approach to the problem.

Improve transition from secondary education to university has always been a challenge in academic guidance. Freshmen face a new personal, social, and academic context. Universities play a fundamental role in the insertion process of students coming from high school and vocational education into the university studies. During last years, a number of resources have been invested by the universities in order to develop actions that facilitate a wide range of information to prospective students. In this work we present the transition project of the Universitat Politècnica de València (UPV), focused in two moments: pre-university guidance and first year of college. The core goals of the project are to facilitate the transition of students to college, raising informational and practical actions about the studies offered by the university in order to help future students in their decision-making process, and to set different ways of support through tutoring that promote the adaptation to the university environment and the development of their students. The institutional project of transition from secondary education to college studies of the UPV is coordinated by the Communication Area and the Institute of Educational Sciences (ICE-UPV) of this university. This is an open project that permits adaptations attending to the necessities reported by the school counselors, prospective and university students, and tutors.

La transición de los estudios de secundaria a la Universidad ha sido y es un reto para la orientación. El estudiante se enfrenta a un contexto nuevo, tanto en el ámbito personal como en los ámbitos social y académico. Las universidades tienen un papel relevante en todo el proceso de inserción de los estudiantes de bachillerato y de ciclos formativos en los estudios universitarios. En los últimos años han sido numerosos los recursos invertidos por las universidades con el fin de desarrollar acciones encaminadas a facilitar una información amplia y clara a los futuros alumnos.En este trabajo se presenta el proyecto de transición de la Universitat Politècnica de València (UPV), atendiendo a dos momentos: orientación preuniversitaria y primer año en la universidad. Los objetivos primordiales del proyecto son facilitar la transición de los estudiantes a la universidad, planteando acciones informativas y prácticas sobre los estudios ofertados para ayudar al futuro alumno en su toma de decisiones; y establecer distintas vías de apoyo a través de la tutoría que favorezcan la adaptación del estudiante al entorno universitario y su desarrollo integral.El proyecto institucional de transición de educación secundaria a la universidad de la UPV está coordinado por el Área de Comunicación y el Instituto de Ciencias de la Educación (ICE-UPV) de esta universidad. Éste es un proyecto vivo y abierto que permite adaptaciones según las necesidades que se plantean por parte de los orientadores, tutores y de alumnos preuniversitarios y universitarios.ABSTRACTImprove transition from secondary education to university has always been a challenge in academic guidance. Freshmen face a new personal, social, and academic context. Universities play a fundamental role in the insertion process of students coming from high school and vocational education into the university studies. During last years, a number of resources have been invested by the universities in order to develop actions that facilitate a wide range of information to prospective students.In this work we present the transition project of the Universitat Politècnica de València (UPV), focused in two moments: pre-university guidance and first year of college. The core goals of the project are to facilitate the transition of students to college, raising informational and practical actions about the studies offered by the university in order to help future students in their decision-making process, and to set different ways of support through tutoring that promote the adaptation to the university environment and the development of their students.The institutional project of transition from secondary education to college studies of the UPV is coordinated by the Communication Area and the Institute of Educational Sciences (ICE-UPV) of this university. This is an open project that permits adaptations attending to the necessities reported by the school counselors, prospective and university students, and tutors.

El presente artículo pretende reflexionar críticamente sobre la situación de los Programas de Cualificación Profesional Inicial (PCPI) ahondando en sus orígenes, implantación y desarrollo. El objetivo del estudio es analizar una de las medidas de atención a la diversidad propuesta al amparo de la Ley Orgánica de Educación (LOE) como respuesta a un alto índice de fracaso escolar en España y como alternativa al elevado abandono del alumnado en Enseñanza Secundaria Obligatoria (ESO). Para ello, se ha realizado una exhaustiva revisión documental, bibliográfica, estadística y legislativa referida a dichos programas dentro de su contexto socioeducativo. En esta panorámica, el estudio se acerca, a través del análisis pormenorizado de los datos escrutados de la Comunidad Autonómica de Castilla-La Mancha (CLM), a una realidad regional extrapolable que permita evidenciar y establecer conclusiones pertinentes en relación con la efectividad de la medida ante el fracaso escolar entre un alumnado con dificultades muy diversas para mantenerse en el sistema educativo. Se han examinado los datos estadísticos oficiales más relevantes a nivel regional. La metodología del trabajo está basada en un modelo que se fundamenta en los enfoques positivista, interpretativo y sociocrítico. La investigación permite poner de manifiesto, por una parte, que los PCPI pueden ser una alternativa interesante para un alumnado con serias dificultades para finalizar la eso y condenado al fracaso escolar por esta vía y, por otra, la necesidad de aunar esfuerzos y contar con medidas educativas inclusivas y flexibles de atención a la diversidad que apuesten por la equidad y la calidad en la educación. Se puede concluir, resaltando que los resultados son esperanzadores en relación con el elevado porcentaje de alumnado que consigue vincularse nuevamente al sistema educativo y que, además, finaliza con acreditadas cualificaciones profesionales y, en muchos casos, con la obtención del Título de Graduado en ESO.

This article presents a discussion of the proposal known as home-school continuity- discontinuity framework, designed to explain and to intervene on the educational experience of under-represented students. The main purpose of this article, grounded in sociocultural theory, is to describe the relationship between the home and school lives of students according to the funds of knowledge approach. Specifically, we suggest the concept of funds of identity in order to complement the funds of knowledge term. In doing so, we illustrate how teachers can document funds of identity to make direct links from students’ lives to classroom instruction. Two qualitative strategies are presented: self-portrait and significant circle.

El objetivo del presente estudio es describir el perfil de la motivación hacia el aprendizaje en alumnado de Educación Primaria y Secundaria con diagnóstico de alta capacidad, y comparar el mismo con el perfil del alumnado de capacidad normal. A pesar de que los alumnos de alta capacidad se consideran los más hábiles para el estudio y las tareas escolares, sufren una alta tasa de fracaso escolar. A la hora de explorar una posible intervención se ha optado por estudiar las variables motivacionales, ya que están ampliamente relacionadas en la literatura con el éxito escolar, y se han mostrado susceptibles de modificación con la intervención adecuada. Para ello se ha estudiado una muestra de 36 alumnos (18 diagnosticados de alta capacidad y 18 de capacidad normal) tanto de Educación Primaria como de Educación Secundaria, analizando la motivación de los mismos a través de la parte motivacional del Cuestionario de Estrategias de Aprendizaje y Motivación (CEAM) de Ayala, Martínez y Yuste (2004), cuyos 60 ítems miden la Valoración del estudio, la Motivación Intrínseca, la valoración del Aprendizaje en Grupo, la Necesidad de reconocimiento, el sentimiento de Autoeficacia y la Atribución interna del éxito. El cuestionario se ha aplicado de forma colectiva a todos los alumnos del aula, seleccionando después aquellos diagnosticados de alta capacidad, y 18 pares de las mismas características con capacidad normal que forman el grupo de comparación del estudio, Los resultados parecen consistentes con investigaciones científicas anteriores en las que los alumnos con alta capacidad como grupo dan mayor valor al aprendizaje y poseen mayor sentimiento de autoeficacia en el entorno escolar que el alumnado de capacidad normal, no existiendo diferencias mayores entre los dos grupos de alumnado en el resto de determinantes motivacionales.

Copyright of Teoría de la Educación. Revista Interuniversitaria is the property of Ediciones Universidad de Salamanca and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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Copyright of REICE. Ibero-American Journal on Quality, Effectiveness & Change in Education / REICE. Revista Iberoamericana Sobre Calidad, Eficacia y Cambio en Educación is the property of Red Iberoamericana de Investigacion sobre Cambio y Eficacia en Educacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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Copyright of Papers: Revista de Sociologia is the property of Universitat Autonoma de Barcelona and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Magis: Revista Internacional de Investigación en Educación is the property of Pontificia Universidad Javeriana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The existing operational problems in Compulsory Secondary Education require in-depth reflection about the different curricular and organisational aspects in place in this stage. This research aims to evaluate students' perceptions of the operation of the Initial Professional Qualification Programmes and compare it with their previous experience in Compulsory Secondary Education. The study was performed as a census; the questionnaire was sent to all students (N = 1045 students) from the 89 groups of students of the Initial Professional Qualification Programmes in Gipuzkoa. The response rate was 73.97%, with 773 students participating in the study. The results show that the students' scores regarding knowledge acquired in the Initial Professional Qualification Programmes are higher than those for their previous experience in Compulsory Secondary Education. Similarly, the students' evaluation of the teaching processes performed by the teachers on the Initial Professional Qualification Programmes is more satisfactory than their experience with Compulsory Secondary Education teachers. Some of the research results are very striking. The teachers on the Initial Professional Qualification Programmes manage to promote enthusiasm and interest in the work among students attending these schools. It seems strange that teachers who, in most cases, come from vocational training and do not have any specific training in educational science, can awaken students' interest in their work and improve their levels of satisfaction in the case of students who have systematically failed in Compulsory Secondary Education. [ABSTRACT FROM AUTHOR]

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Copyright of Cadernos de Pesquisa is the property of Fundacao Carlos Chagas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The new implementations of the FP Básica (Spanish equivalent of a Foundation Degree) tend to gather quite a high number of students in the same classroom. In general, these students lack emotional and scientific literacy. The following investigation analyses the evolution of the emotional literacy of 16 students in their first year of FP Básica in the hairdressing sector, using some out of the scholar context interdisciplinary activities as an educative resource. Once the activities have taken place, the students are interviewed in order to analyse a series of predetermined emotional indicators which constitute to the denominated General Stencil of Emotional Indicators and respond to the antonym of the ones established by Díaz y Flores (2001). The answers of the students are analysed using Specific Templates of Semantic Pairs, according to three different situations where the emotions happen: during the activity, in the classroom and finally outside the school. The processing of the different results allows us to compare the evolution of the emotional literacy in the course of the tasks. Taking into account the starting and final statuses, an important emotional evolution is noticed generally among the students. [ABSTRACT FROM AUTHOR]

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The acceleration of the phenomena of marginalization and social exclusion, mainly due to the new parameters of global competition imposed by the productive system, the educational context has been assigned a central place in response to the demands of training and skills, creating new dynamics of exclusion. Faced with this problem have been considered good educational practices that reduce these processes those promoting social cohesion. Through a qualitative methodology we approach three public high schools located in areas at risk of social exclusion to identify potential best practices in various measures to prevent failure offered in our education system, in order to disseminate them for possible use in different contexts and for different educational actors.

En el presente estudio se revisan algunos programas de intervención tanto a nivel internacional como nacional relacionados con la prevención del fracaso y/o abandono escolar en la Educación Secundaria Obligatoria (ESO). Para ello, se realizó una búsqueda en las bases de datos ProQuest, ISOC, Redalyc y Dialnet sobre intervenciones realizadas desde el año 2000 al 2010 con dicho objetivo. Aunque entre ellas existen variaciones respecto a los objetivos, duración, actividades y resultados, todas ellas muestran unas características comunes a la hora de elaborar cualquier programa de esta tipología, que son convenientes tener en cuenta para la elaboración de actuaciones futuras que permitan una mejora del rendimiento académico del alumnado y un incremento de la promoción a niveles postobligatorios.In this study are reviewed some intervention programs both internationally and nationally related to the prevention of failure and/or school drop-outs in middle school. For this aim, carried out a search in the databases ProQuest, ISOC, Redalyc and Dialnet on interventions since 2000 to 2010 with the goal. Although between them variations exist as to the objectives, duration, activities and results, all of them show characteristics common to the time to develop any program of this type, which are suitable take into account for the development of future actions that would allow an improvement in the academic performance of the students and an increase in the promotion to high school.

Este artículo analiza la génesis del «fracaso escolar» como problema social y público en España. Parte de un estudio sociohistórico basado en diversos documentos (prensa, revistas educativas, legislación, informes oficiales y libros). Pese a la evidencia con la que se nos presenta hoy en día, el «fracaso escolar» es un problema relativamente reciente: aunque pueden localizarse algunos antecedentes a finales del siglo XIX y principios del XX, no emerge como problema social hasta los años sesenta y setenta, y cristaliza definitivamente como problema público en 1980. Este proceso es el resultado de un trabajo colectivo de enunciación que movilizó a actores diversos en un contexto de extensión de la escolarización y el credencialismo, de transformación de la forma escolar, de emergencia de las nuevas clases medias, de formación de un campo de expertos de la infancia y la adolescencia, de desarrollo de las ciencias sociales y de la educación y de redefinición del espacio público y el campo político.

En el marco de una investigación sobre la relación con el saber (Rapportau savoir) en estudiantes de educación básica en tres grados (7°, 9° y 10°) de los municipios de Santiago de Cali, Candelaria y la Vereda El Cabuyal (Colombia), nos hemos encontrado con las teorías sobre el fracaso escolar en cuyo contexto emerge la relación con el saber a orientación socio-antropológica, teoría de referencia en nuestra investigación. Dicha teoría postula que este fenómeno ha sido producido con el único fin de clasificar diferentes problemas del sistema escolar, en particular aquellos que están vinculados con los malos resultados de los estudiantes. En este orden, el presente artículo tiene por objeto delimitar el fracaso escolar en su contexto de emergencia y sus teorías sociológicas de base. Dada la amplitud de la literatura y las zonas geográficas de funcionamiento, nuestro interés se limita a las teorías sociológicas de las desigualdades y trasmisión del saber en Francia, ramas importantes de la sociología de la educación.

In this work we analyze the educational processes of the Secondary Education in Huelva. Mainly we focused in understanding those that end in school failure. To understand the school failure, we have observed the association between the educational performance and the individual, family factors and school organization that were previously identified by different theoretical approximations. The empirical work was carried out in eleven Institutes of Secondary Education. By using a mixed methodology, we could carry out a micro analysis of the factors referred to the student body and a meso-analysis of the factors referred to the centers. The results demonstrated the important dimension of the school failure in this context of education. Two key factors were identified associated of these educational problems. First of all, the level of familiar implication in the educational process and, secondly, the school organization. We have noticed that the school failure prevention requires proceeding in two different ways. On one hand, the review of the criteria of school grouping and tutorial designation that carry out the educational centers. On the other hand, an individualized intervention with the student body in risk that begins with the first symptoms of indifference and that is based on the constant cooperation between families and educational teams, so that they transmit to the students learning strategies that reinforce the individual motivation.