Education on Pause: Three Comparative Cases in Latin America
DOI:
https://doi.org/10.65598/rps.6244Keywords:
escolarización inconclusa, desigualdad educativaAbstract
This article analyzes the phenomenon of incomplete schooling in Latin America from a situated and teacher-centered perspective, focusing on three countries: Colombia, Ecuador, and Brazil. Through a critical narrative literature review, it identifies underexplored educational gaps, particularly the disconnect between the technical language of indicators and the everyday experience of the classroom. The comparative analysis reveals that, despite policies aimed at inclusion and school retention, structural inequalities persist, especially in rural, Indigenous, and peripheral communities. The study highlights meaningful pedagogical practices—such as the pedagogy of tenderness, the ecology of knowledge, and the pedagogy of the oppressed—that offer sensitive and contextualized alternatives to school discontinuity. The article proposes an ethical and pedagogical reflection that frames incomplete schooling not merely as a technical issue, but as an opportunity to rethink education from the perspective of those who inhabit it.
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