La educomunicación como estrategia para prevenir la deserción escolar

Abstract

School dropout remains one of the most serious and persistent problems in the Mexican educational system, particularly in contexts characterized by poverty, social inequality, and educational exclusion. The factors that lead students to leave school are multiple and complex, including economic difficulties, unstable family environments, the need to enter the labor market at an early age, as well as rigid educational models that fail to connect academic content with students’ everyday realities. In this context, educommunication emerges as a relevant pedagogical alternative, as it promotes not only the transmission of knowledge but also the construction of communicative processes based on dialogue, participation, and the recognition of students’ lived experiences. From this perspective, education involves listening, creating meaning, and strengthening the relationship between school and students’ social lives. This essay analyzes school dropout through theoretical frameworks such as Ausubel’s meaningful learning theory, framing theory, and critical pedagogy, with the aim of demonstrating that school dropout is not an isolated phenomenon or a sudden individual decision, but rather the result of a gradual process of emotional, academic, and social disconnection.