<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0123-1294</journal-id>
<journal-title><![CDATA[Educación y Educadores]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Educ.]]></abbrev-journal-title>
<issn>0123-1294</issn>
<publisher>
<publisher-name><![CDATA[Universidad de La Sabana]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0123-12942021000100113</article-id>
<article-id pub-id-type="doi">10.5294/educ.2021.24.1.6</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Factores determinantes de la deserción escolar y expectativas de estudiantes que asisten a escuelas alternativas]]></article-title>
<article-title xml:lang="en"><![CDATA[Determining Factors of School Dropout and Expectations of Students Attending Alternative Schools]]></article-title>
<article-title xml:lang="pt"><![CDATA[Fatores determinantes da desistência escolar e expectativas de estudantes de escolas alternativas]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Espinoza Díaz]]></surname>
<given-names><![CDATA[Óscar Germán]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[González Fiegehen]]></surname>
<given-names><![CDATA[Luis Eduardo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Loyola Campos]]></surname>
<given-names><![CDATA[Javier]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Tarapacá  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Programa Interdisciplinario de Investigaciones en Educación (PIIE)  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Programa Interdisciplinario de Investigaciones en Educación (PIIE)  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2021</year>
</pub-date>
<volume>24</volume>
<numero>1</numero>
<fpage>113</fpage>
<lpage>134</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0123-12942021000100113&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0123-12942021000100113&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0123-12942021000100113&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Chile dispone de un sistema de &#8220;centros de segunda oportunidad&#8221; que ofrecen una oportunidad a desertores escolares entre 14 y 18 años de escuelas tradicionales para que completen sus estudios. Este artículo se propone un doble objetivo: por un lado, relacionar las características de los estudiantes de estos centros y sus familias con su historial de fracaso escolar (repitencia); por otro, establecer la relación existente entre las expectativas futuras declaradas por los estudiantes y un conjunto de variables de caracterización, incluido el historial de fracaso escolar. Para la recolección de información se aplicó una encuesta a 1.112 estudiantes, seleccionados de 18 de los 134 Centros de Segunda Oportunidad existentes en Chile. Se concluye que son relativamente pocas las variables personales y familiares vinculadas significativamente con el fracaso escolar y la repitencia. No existiría así un conjunto fijo de rasgos que permita distinguir claramente a los estudiantes que solo han repetido una vez de aquellos que registran varias repitencias. Por otra parte, el análisis de las experiencias revela algunas importantes diferencias entre hombres y mujeres, en el sentido de que estas últimas parecen más preocupadas por su futuro, específicamente en lo relacionado con sus posibilidades laborales y educativas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Chile has a Second Chance Centers system that offers traditional school dropouts between 14 and 18 years old the opportunity to complete their studies. This article has a twofold objective: on the one hand, to relate the characteristics of the students of these centers and their families with their history of school failure (grade repetition); on the other, to establish the relationship between the students&#8217; future expectations and a set of characterizing variables, including the history of school failure. For data collection, we surveyed 1112 students selected from 18 of the 134 Second Chance Centers in Chile. We concluded that relatively few personal and family variables are significantly linked to school failure and grade repetition. Thus, there would not be a fixed set of traits to clearly distinguish students who have repeated a grade once from those who report several grade repetitions. Moreover, the analysis of the experiences reveals some significant differences between men and women in that the latter seem more concerned about their future, specifically their employment and educational possibilities.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O Chile dispõe de um sistema de &#8220;centros de segunda oportunidade&#8221;, os quais oferecem oportunidade a desistentes escolares entre 14 e 18 anos, de escolas tradicionais, para que terminem seus estudos. Neste artigo, é proposto um duplo objetivo: por um lado, relacionar as características dos estudos estudantes desses centros e suas famílias com seu histórico de fracasso escolar (repetência); por outro, estabelecer a relação existente entre as expectativas declaradas pelos estudantes e um conjunto de variáveis de caracterização, incluído o histórico de fracasso escolar. Para a coleta de dados, foi aplicada uma enquete a 1.112 estudantes, selecionados de 18 dos 134 centros de segunda oportunidade no Chile. Conclui-se que são relativamente poucas as variáveis pessoais e familiares vinculadas significativamente com o fracasso escolar e com a repetência. Não existe assim um conjunto fixo de traços que permita diferenciar claramente os estudantes que somente repetiram uma vez daqueles que registram várias repetências. Por sua vez, a análise das experiências revela algumas importantes diferenças entre homens e mulheres, no sentido de que estas últimas parecem mais preocupadas com seu futuro, especificamente no que se refere às possibilidades profissionais e educacionais.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Deserción escolar]]></kwd>
<kwd lng="es"><![CDATA[educación en Chile]]></kwd>
<kwd lng="es"><![CDATA[educación media]]></kwd>
<kwd lng="es"><![CDATA[pedagogías alternativas]]></kwd>
<kwd lng="es"><![CDATA[rendimiento escolar]]></kwd>
<kwd lng="en"><![CDATA[dropout]]></kwd>
<kwd lng="en"><![CDATA[education in Chile]]></kwd>
<kwd lng="en"><![CDATA[middle education]]></kwd>
<kwd lng="en"><![CDATA[alternative education]]></kwd>
<kwd lng="en"><![CDATA[school performance]]></kwd>
<kwd lng="pt"><![CDATA[Deserção escolar]]></kwd>
<kwd lng="pt"><![CDATA[educação no Chile]]></kwd>
<kwd lng="pt"><![CDATA[ensino médio]]></kwd>
<kwd lng="pt"><![CDATA[pedagogias alternativas]]></kwd>
<kwd lng="pt"><![CDATA[desempenho escolar]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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