Aportes de la investigación sobre transiciones escolares a la orientación educativa en ESO

ABSTRACTThis article, which is part of a larger investigation focuses on school transitions, presents only one of the cases approached, in this case, assuming a marked feature of a participatory action research. Its goal has been to a) identify the determining and facilitating factors of school success or failure during the first year of compulsory secondary education, in order to b) turn these into actions and programs to improve the given situation. These actions have been framed within the tasks and functions assigned to counsellors at establishments of compulsory secondary education. Findings show that, in the case approached, in line with previous studies, to a significant percentage of students the first year of the compulsory secondary education cycle has a negative impact on their school trajectories. This situation demands the involvement of the orientation department from an advisor model that centers on the school institution, its change and improvement, in particular, of the transition processes from primary to secondary education. This transition plays a key role in the realization of the young’s right to education.RESUMENEl presente artículo forma parte de una investigación más amplia centrada en las transiciones escolares de la cual se presenta sólo uno de los casos allí abordados, en este caso, asumiendo un marcado rasgo de investigación-acción-participación (IAP). El objetivo de la misma ha sido a) identificar los condicionantes y facilitadores del éxito o fracaso escolar en el primer curso de la enseñanza secundaria obligatoria, para b) transformarlos en líneas de acción y programas para la mejora de la situación encontrada. Estas acciones se han enmarcado dentro de las tareas y funciones que tienen asignadas los orientadores y orientadoras de los centros de enseñanza secundaria. Los resultados muestran que, en el caso abordado, en coincidencia con otras investigaciones previas, para un porcentaje importante de estudiantes el primer año de la ESO tiene un impacto negativo en sus trayectorias escolares. Esta situación demanda la implicación del departamento de orientación desde un modelo de asesoramiento centrado en la institución escolar, en el cambio y la mejora de la misma, en concreto, de los procesos de transición de la enseñanza primaria a la enseñanza secundaria. Esta transición juega un papel clave en las posibilidades de concreción del derecho a la educación de los jóvenes.ABSTRACTThis article, which is part of a larger investigation focuses on school transitions, presents only one of the cases approached, in this case, assuming a marked feature of a participatory action research. Its goal has been to a) identify the determining and facilitating factors of school success or failure during the first year of compulsory secondary education, in order to b) turn these into actions and programs to improve the given situation. These actions have been framed within the tasks and functions assigned to counsellors at establishments of compulsory secondary education. Findings show that, in the case approached, in line with previous studies, to a significant percentage of students the first year of the compulsory secondary education cycle has a negative impact on their school trajectories. This situation demands the involvement of the orientation department from an advisor model that centers on the school institution, its change and improvement, in particular, of the transition processes from primary to secondary education. This transition plays a key role in the realization of the young’s right to education