Vulnerabilidad educativa: un estudio desde el paradigma socio crítico / Educational Vulnerability: A study from the socio-critical paradigm

Carmita Díaz López; María de Lourdes Pinto Loria

doi:10.19137/praxiseducativa-2017-210105

Educational Vulnerability: A study from the socio-critical paradigm

Carmita Díaz López Universidad Autónoma de Yucatán
María de Lourdes Pinto Loria Universidad Autónoma de Yucatán

DOI:

https://doi.org/10.19137/praxiseducativa-2017-210105

Keywords:

Educational vulnerability, high school education, youth, psychosocial risk, suicide. Detalle

Abstract

The concept of Educational Vulnerability refers to those individuals experiencing a number of marked difficulties throughout their school career that prevent them from capitalizing on curriculum and teaching in the classroom. Barriers that may appear to young people on their way through formal education can be of various kinds: emotional, family, interpersonal, related to the teaching and learning or the climate of the educational institution in which are immersed. These conditions usually are accompanied by more complex factors or deep phenomena and, in most cases, lead to failure at school. The aim of this study was to analyze multiple cases of Educational Vulnerability of young people in a technical high school in the state of Yucatan, taking as reference the socio- critical theory.

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Author Biography

María de Lourdes Pinto Loria, Universidad Autónoma de Yucatán

Doctorante en Psicología por la Universidad de Colima. Licenciada y Maestra en Psicología por la Facultad de Psicología por la Universidad Autónoma de Yucatán (UADY). Especialista en Estadística por la Facultad de Matemáticas (UADY). Diplomados enseñanza de la medicina (UNAM), Diplomado en Diseño de Programas Flexibles (UADY), Diplomado en Competencias Educativas para el Siglo XXI (Instituto Tecnológico de Monterrey y la Universidad de Cambridge), Manejo del enfoque de Habilidades para la vida OMS/OPS por Fé y Alegría: Colombia, Diplomado en evaluación neuropsicológica en niños y adolescentes. Profesora titular de tiempo de la UADY. Miembro del Cuerpo Académico “Escuela y Bienestar”. Miembro de la Red Internacional de Bienestar Humano (www.biestarcyh.org) y miembro titular de la Asociación Mexicana de Suicidología. Responsable del Proyecto de investigación: Competencias para la vida (life skills): implementación del enfoque en escuelas secundaria del Estado de Yucatán y del proyecto: Educación para la vida: generación de espacios comunitarios para la revitalización y fortalecimiento de los valores fundamentales de la cultura maya (uady-Kellogg). Autora del libro: Mi vida con emociones y sentimientos: manejo de la habilidad de emociones y sentimientos con enfoque de habilidades para la vida OPS/OMS. Actualmente desarrolla proyectos dirigidos a jóvenes mayas de diversos municipios del Estado de Yucatán.

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Vulnerabilidad educativa: Un estudio desde el paradigma socio crítico (Español)

Published

2017-04-29

How to Cite

Díaz López, C., & Pinto Loria, M. de L. (2017). Educational Vulnerability: A study from the socio-critical paradigm. Praxis Educativa, 21(1), 46–54. https://doi.org/10.19137/praxiseducativa-2017-210105

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Issue

Vol. 21 No. 1 (2017): enero-abril

Section

Artículos

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