Potential factors influencing the school drop-out of students at the 531 Frida Kahlo remote school
The compulsory incorporation in basic education in Mexico has been considered a great advance in educational matters, although the effort made has implied solving a series of challenges, such as the permanence in schools. Under various modalities, attention to coverage in secondary education has bee...
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| Formato: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2021 |
| País: | México |
| Recursos: | UNIVERSIDAD AUTÓNOMA DE CHIAPAS |
| Repositorio: | Revista Espacio I+D Innovación más Desarrollo |
| Idioma: | español inglés |
| OAI Identifier: | oai:ojs.espacioimasd.unach.mx:article/257 |
| Acesso em linha: | https://www.espacioimasd.unach.mx/index.php/Inicio/article/view/257 |
| Access Level: | acceso abierto |
| Palavra-chave: | Abandono escolar Factores potenciales Deserción escolar Educación Educación indígena School drop-out potential factors dropout education indigenous education |
| Resumo: | The compulsory incorporation in basic education in Mexico has been considered a great advance in educational matters, although the effort made has implied solving a series of challenges, such as the permanence in schools. Under various modalities, attention to coverage in secondary education has been sought, as is the case of this research on dropout in telesecundaria education in indigenous contexts in Chiapas, which constitutes an approach to understand the dynamics that are lived in these scenarios. Its objective is to identify the potential factors that may influence the drop-out of students in telesecundaria 531. The case study was used to find the causes through a series of instruments that collected information from various authors who are part of the context. In this case, the participants were 40 third grade students, 20 parents and 5 teachers. The main potential factors were the influence of the family around the fulfillment of the uses and customs related to marrying at an early age, a strong patriarchy with respect to the conception of women and gender violence in determining what he must do with his future life, a low interest in his studies and the lack of financial resources to continue in school. The existence of these factors requires a serious reflection on the part of the teaching staff and the educational authorities for the planning of strategies that allow a permanence and quality graduation in this context of indigenous education. Likewise, it is important to carry out comparative studies with other realities similar to this one to fully understand the problems related to equity in education. |
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