The Disaffiliation of Middle Education in Uruguay. An Approximation Based
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the Panel of Evaluated Students by PISA 2003
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Abstract |
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This article presents an initial overview of the phenomenon of the disaffiliation in the Lower and Upper Cycle of Secondary Education in Uruguay, examining the impact of determinants such as social class, gender, social and cultural environment of the school, and institutional sector. These findings were developed in the framework of the Longitudinal Study of Uruguayan students assessed by PISA in 2003, a PISA-L type project, which was implemented in its first follow up in the second half of 2007. A main focus of this paper is to review the theoretical relevance of the term "desertion" to define this phenomenon and suggests its replacement by the concept of disaffiliation introduced by Robert Castel. The general assumption is that the disaffiliation education is one of the paths that young people can experience in their transition to adulthood, and in conjunction with the type of attachment to the labor market, reports on the social integration achieved.
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Key words |
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PISA, secondary education, disaffiliation, Uruguay.
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Reference |
Fernández, T. (2009). La Desafiliación en la Educación Media en Uruguay. Una Aproximación con base en el Panel de Estudiantes Evaluados por PISA 2003. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 7(4), pp. 164-179.
http://www.rinace.net/reice/numeros/arts/vol7num4/art8.pdf. Cited (Date).
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