Publication: La construcción del itinerario formativo postobligatorio: Efectos de la atención al bajo rendimiento sobre la expectativa académica
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2019
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Universidad Nacional de Educación a Distancia
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Abstract
Los programas de atención al bajo rendimiento durante la educación obligatoria ejercen una labor de orientación que condiciona el itinerario formativo que seguirá el alumno una vez finalice la ESO. La presente investigación se centra en el estudio de dicha orientación y su relación con otras variables fundamentales en la construcción de la expectativa formativa. Para ello se ha llevado a cabo una encuesta en cuatro institutos de la Comunidad de Madrid, observándose a través de un análisis de regresión logística y un análisis discriminante que la mera participación en los programas considerados (repetición de curso, desdobles por nivel de aprendizaje y PMAR) ejerce una importante orientación hacia la Formación Profesional. El distinto origen social de los alumnos participantes y no participantes en tales programas, la separación física y pedagógica de sus aprendizajes y su diferente expectativa formativa han llevado a referir tales programas como una vía académica durante la educación obligatoria análoga a la red primaria profesional descrita por Baudelot y Establet. Se recomienda por tanto evitar herramientas que de forma reactiva a las manifestaciones de bajo rendimiento reagrupen a los alumnos por su nivel de aprendizaje, pues tienden a consolidar las desigualdades de rendimiento y convertirlas en trayectorias educativas desiguales.
Low performance attention programs during compulsory education exercise an orientation effect over students, conditioning their educational trajectory after finalizing ESO. This research is aimed at studying that orientation and its relationship with other key variables in the construction of academic expectation. To accomplish that, a survey was carried out among students from four different high schools at Comunidad de Madrid, observing through a logistic regression analysis and a discriminant analysis that mere participation in the considerate programs (grade repetition, regrouping in concrete subjects and PMAR) exercise an important orientation towards Intermediate Level Vocational Education. The different social origin of participants and non-participants in those programs, the physical and pedagogic separation between both learning processes and their different academic expectations has led us to refer such programs as a specific via during compulsory education analogous to the primary professional net described by Baudelot and Establet. Therefore, it is advisable to avoid mechanisms that, reacting to underachievement, regroup students according to their former performance at school, for such programs tend to consolidate performance inequalities and turn them into unequal educational careers.
Low performance attention programs during compulsory education exercise an orientation effect over students, conditioning their educational trajectory after finalizing ESO. This research is aimed at studying that orientation and its relationship with other key variables in the construction of academic expectation. To accomplish that, a survey was carried out among students from four different high schools at Comunidad de Madrid, observing through a logistic regression analysis and a discriminant analysis that mere participation in the considerate programs (grade repetition, regrouping in concrete subjects and PMAR) exercise an important orientation towards Intermediate Level Vocational Education. The different social origin of participants and non-participants in those programs, the physical and pedagogic separation between both learning processes and their different academic expectations has led us to refer such programs as a specific via during compulsory education analogous to the primary professional net described by Baudelot and Establet. Therefore, it is advisable to avoid mechanisms that, reacting to underachievement, regroup students according to their former performance at school, for such programs tend to consolidate performance inequalities and turn them into unequal educational careers.