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[EN] The earliest tectonometamorphic record of tectonic slices incorporated to the base of an orogen holds the key to understand how an orogen is built. The tectonic pile of the NW Iberian section of the Variscan Orogen includes tectonic slices separated by crustal-scale thrusts. The earliest tectonometamorphic record in the uppermost parautochthon is calculated at 11–14 kbar and 450–500°C (P-T gradient about 13°C/km), suggesting a subduction-related metamorphic recrystallization at lower pressure than the overlying Lower Allochthon. Early conditions calculated in the autochthon (9–10 kbar and 425–450°C; 16°C/km) point to a relatively ‘cold’ collisional setting. Higher thermal gradients obtained from some sections of the autochthon (11–12 kbar and 700–725°C; 21°C/km) and the Lower Parautochthon (7.5 kbar and 550–700°C; 24–31°C/km), correspond to more advanced and ‘hot’ stages of collision. New U–Pb monazite geochronology indicates a 318–311 Ma age for the final formation of HT domes in the region. We propose the rapid decrease in P-T gradient (from <10 to 16°C/km) documents a fail to sustain further burial along a regular subduction zone. We consider the subsequent increase in the geothermal gradient (from 16 to 31°C/km) as the culmination of previous crustal accretion and the onset of crustal underthrusting and later processes in a collisional stage. We propose these switches in the early tectonometamorphic record of individual tectonic slices as potential markers to track the transition from subduction to collision in collisional orogens.

Referencias bibliográficas: • Agirdag, O., M., Van Houtte, and P., Van Avermaet. 2012. “Why Does the Ethnic and Socio-economic Composition of Schools Influence Math Achievement? The Role of Sense of Futility and Futility Culture.” European Sociological Review 28 (3): 366–378. doi:10.1093/esr/jcq070. • Anderson, C. S., 1985. “The Investigation of School Climate.” In Research on Exemplary Schools, edited by O. R., Austin and H., Garber, 97–126. Orlando, FL: Academic Press.10.1016/B978-0-12-068590-5.50012-7 • Appleton, J. J., S. L., Christenson, D., Kim, and A. L., Reschly. 2006. “Measuring Cognitive and Psychological Engagement: Validation of the Student Engagement Instrument.” Journal of School Psychology 44: 427–445. doi:10.1016/j.jsp.2006.04.002. • Appleton, J. J., S. L., Christenson, and M. J., Furlong. 2008. “Student Engagement with School: Critical Conceptual and Methodological Issues of the Construct.” Psychology in the Schools 45: 369–386. doi:10.1002/pits.20303. • Audas, R., and Willms, D., (2011), Engagement and Dropping out of School: A Life-course Perspective. Working Paper Series. Human Resources Development Canada. Applied Research Branch of Strategic Policy. • Bourdieu, P., and Loïc J. D., Wacquant. 1992. An Invitation to Reflexive Sociology. Chicago, IL: University of Chicago Press. • Bradshaw, C. P., T. E., Waasdorp, K. J., Debnam, and S. L., Johnson. 2014. “Measuring School Climate in High Schools: A Focus on Safety, Engagement, and the Environment.” Journal of School Health 84 (9): 593–604.10.1111/josh.2014.84.issue-9 • Demanet, J., and M., Van Houtte. 2014. “Social–Ethnic School Composition and Disengagement: An Inquiry into the Perceived Control Explanation.” The Social Science Journal 51: 659–675.10.1016/j.soscij.2014.09.001 • Dupriez, V., X., Dumay, and A., Vause. 2008. “How Do School Systems Manage Pupils’ Heterogeneity?” Comparative Education Review 52 (2): 245–273.10.1086/528764 • European Commission. 2013. Reducing Early School Leaving: Key, There is growing evidence that school engagement, or more specifically disengagement, is a key indicator for predicting Early School Leaving. The aim of this article is to explore the impact of secondary schools in student (dis)engagement and subsequent opportunities to succeed in school. Drawing on data from a qualitative study in five secondary schools in Barcelona, the article discusses the role of school context in inhibiting or facilitating school engagement by exploring compositional effects, organisational and pedagogical practices, and teachers’ expectations. To do so a twofold perspective is adopted: firstly, we look at the main school features and their impact on students’ educational opportunities; and secondly, a systematic analysis of the dimensions of school engagement (behavioural, emotional and cognitive) is carried out. As a result, the article contributes to the identification of the most significant variables at school level that influence student engagement and their opportunities for school success., Depto. de Sociología Aplicada, Fac. de Educación, TRUE, pub

Este artículo ha sido producido en el marco del proyecto I+D+I “ABJOVES. El Abandono escolar prematuro en España. Un análisis de las decisiones, motivaciones y estrategias educativas de los jóvenes” (Ref. CSO 2012-31575). Referencias bibliográficas: • Agirdag, O., Van Houtte, M., y Van Avermae, P. (2012). Why Does the Ethnic and Socio-economic Composition of Schools Influence Math Achievement? The Role of Sense of Futility and Futility Culture. European Sociological Review, 28(3), 366–378. doi: 10.1093/esr/jcq070 • Appleton, J. J., Christenson, S. L., Kim, D., y Reschly, A. L. (2006). Measuring cognitive and psychological engagement: Validation of the Student Engagement Instrument. Journal of School Psychology, 44, 427–445. doi:10.1016/j.jsp.2006.04.002 • Appleton, J. J., Christenson, S. L., y Furlong, M. J. (2008). Student engagement with school: Critical conceptual and methodological issues of the construct. Psychology in the Schools, 45, 369–386. doi:10.1002/pits.20303 • Audas, R.,y Willms, D. (2011), Engagement and Dropping out of School: a Life-Course Perspective. Working Paper Series. Human Resources Development Canada. Applied Research Branch of Strategic Policy. • Calero, J., Choi, A. y Waisgrais, S. (2010). Determinantes del riesgo de fracaso escolar en España: una aproximación a través de un análisis logístico multinivel aplicado a PISA-2006. Revista de Educación, número extraordinario 2010, 225-256. • Demanet, J., y Van Houtte, M. (2014). Social–ethnic school composition and disengagement: An inquiry into the perceived control explanation. The Social Science Journal, 51, 659–675. • Faci Lucia, F. M. (2011). El abandono escolar prematuro en España. Avances en supervisión educativa: Revista de la Asociación de Inspectores de Educación de España, (14), 4. Recuperado de: http://www.adide.org/revista/index.php?option=com_content&task=view&id=282&Itemid=70 • Ferguson, B., Tilleczek, K., Boydell, K., y Rummens, J. A. (2005). Early School Leavers: Understanding t, El objetivo del artículo es explorar el impacto que tienen los centros educativos y, en concreto su habitus institucional, en las actitudes de vinculación escolar de los estudiantes. La vinculación escolar, o más específicamente, la falta de vinculación, es un concepto clave para capturar el proceso a través del cual los estudiantes se desconectan de la escuela y, por tanto, es un indicador crucial para pronosticar los riesgos de abandono escolar. Así, estudiar de forma sistemática las diferentes dimensiones del fenómeno (conductual, emocional y cognitiva) y analizar los factores inhibidores o facilitadores de la vinculación es un punto de partida inestimable para avanzar en la consecución del éxito escolar. El análisis se desarrolla a partir de una metodología cualitativa, basada en estudios de caso en profundidad en cinco institutos públicos de Barcelona. Los resultados ponen de manifiesto la importancia que adquiere la vinculación escolar de los estudiantes para prevenir el abandono escolar prematuro, ilustra sus diferentes expresiones e identifica las variables más significativas para explicar el “efecto centro” sobre las actitudes de vinculación escolar., The objective of the article is to explore the impact of secondary schools, and specifically of the institutional habitus, on the students’ school engagement. School engagement and more precisely school disengagement, is a key concept in order to capture the process by which students disconnect from school and consequently, is a crucial indicator to predict the risks of dropping out of school. A systematic study of its dimensions (behavioural, emotional and cognitive) and a proper analysis of the role of contexts in inhibiting or facilitating school engagement it is required as a critical entry point to foster school success. The analysis is based on a qualitative methodology, conducting multiple in depth case studies in five secondary schools in Barcelona. The results point out the relevance of students’ engagement in preventing Early School Leaving, illustrate its different dimensions and identify the most significant variables related to the “school effect”., Depto. de Sociología Aplicada, Fac. de Educación, TRUE, pub

This article is an outcome of the following research project: ‘Early school leaving in Spain. An analysis of young people’s educational decisions, motivations and strategies’, funded by the Spanish Ministry of Economy and Competitiveness for the period 2012-2016 (reference: CSO2012-31575) (http://abjoves.es). Referencias bibliográficas: • Albaigés, B., (Coord.) (2008). Cap a la promoció de polítiques integrades de millora de l’èxit escolar. Anàlisi de polítiques locals de millora de l’èxit escolar. Barcelona: Diputació de Barcelona • Apple, M. W., (2001). Comparing neo-liberal projects and inequality in education. Comparative Education, 37(4), 409–423. doi:10.1080/03050060120091229 • Balaguer, C., Coqcuard, T., & Marí, V., (2010). La diversificació curricular: Mirall de l’orientació acadèmica i professional. Àmbits de Psicopedagogia: Revista de Psicopedagogia i Educació, 29, 43–47 • Bernstein, B., (1996). Pedagogy, symbolic control and identity. Theory, research, critique. London: Taylor & Francis • Bernstein, N. (1975). Class, codes and control: Towards a theory of educational transmission. London: Routledge & Kegan Paul • Bonal, X., (2014, September 14). La LOMCE como consolidación del Thatcherismo educativo. Eldiario.es. http://www.eldiario.es/agendapublica/impacto_social/LOMCE-consolidacion- Thatcherismo-educativo_0_302370453.html • Bonal, X., & Verger, A., (2013). L’agenda de la política educativa a Catalunya: una anàlisi de les opcions de govern (2011-13). Barcelona: Fundació Jaume Bofill • Calero, J., (2010). La autonomía de los centros escolares y su relación con la equidad. CEE Participación Educativa, 13, 88–94 • Calero, J., Escardíbul, J., & Choi, A., (2012). El fracaso escolar en la Europa Mediterránea a través de PISA 2009: radiografía de una realidad latente. Revista Española de Educación Comparada, 9, 69–104. doi:10.5944/reec.19.2012.7578 • Catalan Department of Education. (2013). Ofensiva de país a favor de l’èxit escolar. Pla per la reducció del fra, The objective of the article is to examine what is ‘taken for granted’ in the policies designed to combat Early School Leaving (ESL) in Catalonia, identifying their implicit ontologies, causal assumptions and logics of action. In order to do so, the realist evaluation is applied. Specifically, this methodology has been applied to compare the discourses, priorities and policies of two key agents in defining and implementing policies to combat ESL in Catalonia: the Catalan Department for Education (Regional Government body) and the Barcelona Education Consortium (Local Government body). In each case, systematic documentary analysis has been conducted as well as in-depth interviews with educational experts and policymakers. The results of the analysis allows opening up the black box of the political priorities defined by this two political agents, identifying two highly controversial logics to understand educational success and to consequently address ESL., Ministry of Economy and Competitiveness (Spain), Depto. de Sociología Aplicada, Fac. de Educación, TRUE, pub

[EN] Rare-metal albite granites are a "rara avis" because they are rare in nature, contain critical minerals that are highly valued today, and are absent or very rare in other granites (e. g., columbite group minerals, cassiterite, beryl, topaz, aluminum phosphates, fluorite, lithium minerals), and their genesis is much less understood than that of other granites. One of the least well-known features is the conditions under which these unique magmas consolidate at their emplacement sites, and what role these conditions play in the formation of ore mineralization. This paper addresses these questions for one of the most important Spanish rare metal granites, the Golpejas granite.

[EN] METALESCRITICOS is presented, a database that allows the processing of geochemical and mineralogical data normally used by petrologists and mineralogists in their daily work, especially those working on granites and rare metal granites. Its ease of use and the range of functions and calculations it performs, some of which are tedious and error-prone, make it an indispensable tool.

[EN] The Penouta mine is currently the only active mine in Europe where Ta and Nb concentrates are obtained as a coproduct of Sn concentrates. After several years reprocessing the old tailings dumps, the company Strategic Minerals Spain S.L. (SMS) obtained in 2022 the mining concession license of the primary deposit, consisting of an albitic leucogranite with Sn-Ta-Nb mineralization (Llorens González et al., 2017). The flowsheet of the processing plant mainly consists of classification, gravimetric concentration and high-intensity magnetic separation to obtain Sn and Ta-Nb concentrates (Nava et al., 2020). In addition to Sn and Ta-Nb oxides, other highly accessory heavy minerals are also concentrated, such as zircon and monazite, for which there is still little information. This contribution aims to show preliminary textural and compositional variations of these non-ore minerals, which can be useful to determine its granitic or mineralized metamorphic host provenance.

[EN] The volcanism in the Iberian Pyrite Belt migrated from the present day west/southwest to the east/northeast during Devonian/Carboniferous times. Evidence is here discussed based in U-Pb zircon ages of felsic volcanic and plutonic rocks, bounded by enclosed sediments and their biostratigraphic ages, together with hosted massive sulphides deposits and associated plutonic counterparts. Volcano-Sedimentary Complex rocks define several volcanic axes, or lineaments, with the general NW-SE to WNW-ESE belt trending orientation. The usage of all the available data from high-resolution stratigraphy, geology and geophysics lead to establishment of eleven main volcanic axes, nine with zircon U-Pb radiometric ages (166 samples). In this research, we reinforce a previous inter-axes volcanic evolutionary trend, but we also suggest an intra-axis evolutionary trend of the IPB igneous activity with time. This means the basin igneous activity also evolved along most of the volcanic and plutonic lineaments, from west/northwest to east/southeast. Successive weighted average ages for each axis (SW to NE) and opposite end-point sample ages for each axis (NW/W to SE/E) are presented. Similar trends are found with felsic volcanic rocks, subvolcanic and plutonic rocks and even massive sulphide ages correspond to the regional trend corroborating the proposed geological framework. Siliciclastic sediments and lower VSC sequences (sediments, felsic volcanic rocks and massive sulphides) show a comparable age trending evolution although upper VSC sediments seem to be contemporaneous across the province. Older ages, from zircon U-Pb and from associated reworked palynomorph in the sediments, show a long-lasting age distribution along most Devonian times, suggesting the IPB evolved since Lochkovian times (Lower Devonian). Therefore, we propose the IPB inter-axes evolution could be related with a NE-direction plate motion (present-day location) over a heat source, while intra-axes are probably du