Processes of implementation of the programs for the improvement of the learning and the performance (PMAR). Perspectives of teachers, students and families
DOI:
https://doi.org/10.5944/reop.vol.28.num.3.2017.21623Keywords:
school disengagement, school failure, school dropout, programs of attention to the diversityAbstract
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.
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