Publicación: Desde fuera de la escuela: una reflexión en torno al aprendizaje a partir de trayectorias de abandono escolar prematuro
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2018-01
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Atribución-NoComercial-SinDerivadas 4.0 Internacional
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['Universidad Autónoma de Madrid. Ediciones.', 'Red Iberoamericana de Investigación sobre Cambio y Eficacia Escolar (RINACE)']
Resumen
El abandono educativo temprano es un reflejo de la necesidad existente de mejora del actual sistema educativo; fracaso y abandono escolar significan fracaso de la escuela y pérdida de su sentido social. Las políticas educativas actuales han tratado de ofrecer diferentes opciones para revertir esta situación. Sin embargo, la realidad es que se ha generado sistemas paralelos que no modifican sustancialmente lo que ocurre en los centros. Este trabajo realiza el análisis de claves educativas recogidas en 13 historias de vida con jóvenes que no lograron concluir sus estudios de secundaria, bachillerato o FP media, desarrolladas en el curso 14-15 y 15-16 en Madrid, Guadalajara y Bilbao. Los resultados muestran un desenganche educativo y emocional progresivo durante la etapa escolar, principalmente en el salto de secundaria a primaria. Tras ello se produce la decisión de abandono en la que el sentimiento de pertenencia y reconocimiento juegan un papel significativo. Aquello que no puede ofrecer la escuela se busca fuera de ella, incluso el propio aprendizaje a partir de la motivación intrínseca. Los jóvenes aprenden y son capaces de construir un proyecto personal y profesional a partir de estos aprendizajes en contextos informales. En consecuencia, proponen un modelo educativo centrado en el aprendizaje y no tanto en la enseñanza. Urge profundizar en la comprensión de aprendizajes en sistemas no formales y transferirlo al ámbito escolar.
Early school leaving reflects the need to improve the current educational system. School failure and dropout show the school loses its social meaning. Current educational policies have proposed different measures and strategies to solve this situation. However, in practice they have constituted parallel educational systems, which do not modify what happens in school. Our study analysis of the educational keys from 13 life stories with young people who did not finish their studies of compulsory or post-compulsory secondary. The results show a progressive disengagement, from the educational and emotional point of view. The results show a progressive disengagement, from the educational and emotional point of view, especially with the transition from primary to secondary. The decision of early school leaving denotes a crisis in the feelings of recognition and belonging to the school. Young people look outside for what they did not find in school: learning from their motivations. Los jóvenes aprenden y son capaces de construir un proyecto personal y profesional a partir de estos aprendizajes en contextos informales. Consequently, they propose an educational model focused on learning rather than teaching. We need to identify and understand the learning in nonformal systems and transfer it to the school environment.
Early school leaving reflects the need to improve the current educational system. School failure and dropout show the school loses its social meaning. Current educational policies have proposed different measures and strategies to solve this situation. However, in practice they have constituted parallel educational systems, which do not modify what happens in school. Our study analysis of the educational keys from 13 life stories with young people who did not finish their studies of compulsory or post-compulsory secondary. The results show a progressive disengagement, from the educational and emotional point of view. The results show a progressive disengagement, from the educational and emotional point of view, especially with the transition from primary to secondary. The decision of early school leaving denotes a crisis in the feelings of recognition and belonging to the school. Young people look outside for what they did not find in school: learning from their motivations. Los jóvenes aprenden y son capaces de construir un proyecto personal y profesional a partir de estos aprendizajes en contextos informales. Consequently, they propose an educational model focused on learning rather than teaching. We need to identify and understand the learning in nonformal systems and transfer it to the school environment.
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Palabras clave
Deserción escolar, Necesidades educacionales, Educación no formal, Autoaprendizaje, Escuela, Dropping out, Educational needs, Nonformal education, Selfinstruction, Schools
Citación
Centro
Facultad de Educación
Departamento
Métodos de Investigación y Diagnóstico en Educación I