Among the many socio-educational problems in Latin America, school failure is maybe the most painful. We can’t assume school desertion or dropout, but probably a lot of students assume it like a real option or desired decision. The aim of this paper is to expand and enrich the understanding of these complex phenomena; deepening in their political, structural, cultural roots and anchors, and those inherent to schools, systems and practices. School factors associated with desertion and dropout were systematized in seven Latin American countries to analyze which are factors inherent to the educational system, practices and processes that appear to be critical and determining in the decision of whether to stay or to definitely quit formal education.
Our analyses and findings ratify that school failure affects mainly and mostly poorer society sectors. School desertion and dropout are phenomena incubated from school as a result of its dynamics, judgments, preliminary judgments and practices. School loses his real meaning when students end up living education system, those are students that feel excluded or have lost confidence in their learning capabilities.