Systemic factors in the phenomenon of school dropout in rural educational institutions from Bronfenbrenner's ecological model
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The research, based on this construct, aimed to understand the systemic factors that, according to Bronfenbrenner's ecological model, influence school dropout rates among secondary school students in public educational institutions in the Los Corrales district of Córdoba, Colombia. The study's methodological approach employed a qualitative method with a descriptive-interpretive phenomenological design. Data collection was conducted using semi-structured interviews and focus groups with a sample of dropout students willing to participate by answering open-ended questionnaires. This dynamic and open dialogue between researcher and participants captured the subjectivities and experiences related to leaving the school system. Triangulation of techniques and inductive coding in the interpretation of results revealed findings from the various levels of the ecological model. The results reveal that, within the microsystem, there is a breakdown in the student's relationship with peers and teachers due to a hostile school climate, interpersonal problems, and the use of violence as a means of responding to differences. This situation leads to low self-esteem in the academic environment and a distancing from the initial system. The exosystem shows that economic instability is a triggering factor for adolescent absenteeism because it forces them to assume economic responsibilities that do not belong to them.
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