Los procesos de implementación de los programas de mejora del aprendizaje y el rendimiento (PMAR). Perspectivas del profesorado, el alumnado y las familias

ABSTRACTPrograms for the improvement of the learning and the performance (PMAR, acronym after the name in Spanish) are activated with the pass of the Organic Law for the improvement of the Educational Quality (LOMCE) of 9th December 2013. From a view of educational orienteering, these programs are embedded within the programs for the attention to the diversity to overcome processes of school dropout and failure. This article analyses the recent process of implementation of PMAR, through the opinions of the students, teachers and families. Specifically, it is studied the pedagogical component of the program, the role of the teachers, the student profiles and the relationship of the program with their educational trajectories. The methodological approach is qualitative and descriptive, based on interviews. With this goal, interviews have been undertaken in three secondary schools of the municipality of Palma (Mallorca). 14 interviews have been done, to students, teachers and families. Main results highlight a good acceptance of the program, concern about the reincorporation to the regular way (4th of Secondary Education) after participating in the program, a stress in the behavioural dimension and of the performance of the students, and trajectories defined by their difficulties for learning.RESUMEN Los Programas de Mejora del Aprendizaje y el Rendimiento (PMAR) son activados con la aprobación de la Ley Orgánica para la Mejora de la Cualidad Educativa (LOMCE) de 9 de Diciembre de 2013. Estos programas se enmarcan entre los programas de atención a la diversidad planteados desde la orientación educativa para combatir los procesos de desenganche, fracaso y abandono escolar. El artículo se propone como objetivo central analizar el incipiente proceso de implementación de los PMAR, a través de las valoraciones del alumnado, equipos docentes y familias. En concreto, se analiza el componente pedagógico del programa, el papel del profesorado, el perfil del alumnado y la relación del programa con sus trayectorias educativas. El enfoque metodológico es de carácter cualitativo y descriptivo, basado en entrevistas exploratorias. Con este objetivo, se han realizado entrevistas en tres centros educativos del municipio de Palma (Mallorca). Se han llevado a cabo un total de 14 entrevistas en las cuales han participado alumnado, docentes y familias. Los principales resultados apuntan una buena aceptación del programa, una inquietud por la reincorporación a la vía ordinaria (4º ESO) tras participar en el programa, un acento en la dimensión conductual y del rendimiento de los alumnos y unas trayectorias marcadas por las dificultades de aprendizaje.ABSTRACT Programs for the improvement of the learning and the performance (PMAR, acronym after the name in Spanish) are activated with the pass of the Organic Law for the improvement of the Educational Quality (LOMCE) of 9th December 2013. From a view of educational orienteering, these programs are embedded within the programs for the attention to the diversity to overcome processes of school dropout and failure. This article analyses the recent process of implementation of PMAR, through the opinions of the students, teachers and families. Specifically, it is studied the pedagogical component of the program, the role of the teachers, the student profiles and the relationship of the program with their educational trajectories. The methodological approach is qualitative and descriptive, based on interviews. With this goal, interviews have been undertaken in three secondary schools of the municipality of Palma (Mallorca). 14 interviews have been done, to students, teachers and families. Main results highlight a good acceptance of the program, concern about the reincorporation to the regular way (4th of Secondary Education) after participating in the program, a stress in the behavioural dimension and of the performance of the students, and trajectories defined by their difficulties for learning