El Alumno ante la Escuela y su Propio Aprendizaje: Algunas Líneas de Investigación en Torno al Concepto de Implicación

M. Teresa González González

Resumen


Fenómenos como el fracaso escolar, el abandono prematuro, el desapego progresivo de ciertos estudiantes con respecto a la escuela y  los aprendizajes, los problemas  de convivencia y disciplina, entre otros, han sido analizados  desde múltiples frentes. En el plano internacional, la investigación en torno a la “implicación (engagement)  y no-implicación (disengagement) de los estudiantes con lo escolar y lo educativo está aportando claves  interesantes para la comprensión de estos  asuntos. En este artículo se comentan algunas cuestiones  sobre  el particular.  Tras aludir  a la complejidad del concepto “implicación” y la diversidad de  aspectos que se recogen bajo el mismo, se ofrece una panorámica de un  amplio cuerpo de investigación  que ha abordado el tema tomando como foco de atención a los alumnos  como sujetos de la implicación o del desenganche en la escuela. Se alude a  distintos componentes de la “implicación escolar” de los estudiantes (conductuales, afectivos y cognitivos) y a la tendencia actual a  integrarlos en una visión multidimensional  de este constructo. El texto finaliza con algunas consideraciones  en las que se  insiste en la necesidad de abordar la investigación sobre implicación escolar entendiéndola como un fenómeno  dinámico, interactivo, dialéctico, ligada a  entornos sociales y a culturas y procesos escolares. 

 


Palabras clave


Fracaso escolar; deserción;, implicación; no-implicación

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