An experience of change to mitigate the absenteeism processes

Abstract

In the current educational situation, determined at the European level for some of the goals of the Lisbon Strategy, it seems more than justified in requiring schools to implement effective changes to reduce the absenteeism rate in the besetting our education system. Moreover, we know that the improvement processes have been characterized by an evolution-efficiency in its guidelines, which has resulted in some pressures interpreted as inexcusable and supports that are top-down (policy) and bottom-up (action own schools) but basically in order to produce, require horizontal restructuring that includes changes in the organizational culture of the school.

The article goes beyond the rhetoric of change and, although a review of some of the main aspects to be changed if we are to improve the classroom environment-to be a risk factor in the absentee process, examines fundamentally influence how these changes in teaching practice. Thus, describes the process that several teachers have done by joining an experience of change around the community diagnosis and prioritization processes to mitigate the absentees in schools, and which brings together the supports and pressures above.