El abandono escolar temprano en población migrante en el contexto educativo español: una revisión sistemática de factores, estrategias ypolíticas educativas actuales

Irene Alger-Barrio; Macarena Cortés-Vázquez

doi:10.14201/fde.24207

Autores/as

Irene Alger-Barrio Universidad Europea de Madird, España Autor/a https://orcid.org/0009-0002-5827-9385
Macarena Cortés Vázquez Universidad Europea de Madrid Autor/a https://orcid.org/0000-0002-5074-2198

DOI:

https://doi.org/10.14201/fde.24207

Palabras clave:

Abandono escolar temprano, alumnado migrante, inclusión educativa, políticas públicas, factores de riesgo, estrategias pedagógicas

Resumen

El presente estudio tiene como objetivo analizar el fenómeno del abandono escolar temprano (AET) en la población migrante dentro del contexto educativo español. A través de una revisión sistemática de la literatura científica publicada en los últimos años, se han identificado los principales factores que inciden en este fenómeno, así como las estrategias pedagógicas y políticas públicas más eficaces para prevenirlo. Se utiliza la metodología PRISMA para asegurar la calidad y transparencia de esta investigación, basada en la búsqueda estructurada de artículos científicos. Se seleccionaron 28 estudios relevantes atendiendo a las estrategias PICOT. Los resultados obtenidos revelan que el AET responde a causas múltiples e interrelacionadas, donde influyen tanto factores personales (como el género, la lengua materna o la autoestima académica), como contextuales (nivel socioeconómico, estructura familiar, relaciones escolares y barreras institucionales). Asimismo, se destaca la necesidad de intervenciones pedagógicas centradas en inclusión, el acompañamiento emocional y la participación del alumnado, así como políticas públicas actualizadas y contextualizadas que aborden las causas estructurales del abandono. En conclusión, el trabajo subraya la importancia de adoptar una mirada integral e intersectorial para entender y afrontar el abandono escolar temprano en población migrante, planteando la necesidad de seguir profundizando en este campo desde enfoques más específicos y empíricos.

Biografía del autor/a

Macarena Cortés Vázquez, Universidad Europea de Madrid

Doctor of Education Sciences from the University of Seville, with a unanimous grade of summa cum laude. Her doctoral thesis, entitled Teaching at the Seville School of Flamenco Dance: From Practical Experience to Teaching Practice, was compiled from indexed scientific publications and constitutes an innovative contribution linking flamenco, pedagogy, and educational transformation.

She currently teaches at universities such as the European University of Madrid, the University School of Osuna, and the Francisco de Vitoria University, where she teaches various bachelor's and master's degrees related to teacher training, educational guidance, and attention to diversity. Her basic training is in pedagogy, with a specialization in inclusive education and attention to diversity, and she has an official master's degree in teacher training, specializing in educational guidance.

In the artistic field, she is a professional dancer with more than fifteen years of stage and teaching experience in emblematic centers such as the Matilde Coral Dance School and the Andalusian Dance Center. She has a degree in flamenco studies from the Chair of Flamencology in Jerez and holds an official master's degree in flamenco research and analysis, specializing in cultural analysis, from the Pablo de Olavide University, with an interdisciplinary approach from sociology and anthropology.

Her professional and academic career has been oriented towards the incorporation of flamenco as a pedagogical tool, with a clear vocation for social and educational transformation. She has coordinated and participated as a teacher in projects funded by public institutions, such as La Bienal va a la Escuela (Seville City Council, 2022–2024), which has brought flamenco to public schools through inclusive artistic methodologies, with special attention to emotional development, Andalusian cultural identity, and attention to diversity. These methodologies have been successfully applied in hospital classrooms, special education centers, and child cognitive stimulation programs, incorporating a strong psycho-pedagogical and integrative component.

Macarena Cortés Vázquez's main lines of research address flamenco as a multidisciplinary subject of study, exploring its educational, therapeutic, emotional, identity, and inclusive potential. She has published several scientific articles in JCR and SJR indexed journals on topics such as teacher training in flamenco, art pedagogy, the Islamic-Andalusian influence on its configuration, and the use of dance as a psychotherapeutic tool with students with functional diversity, including autism spectrum disorder (ASD).

She is currently a member of the Seville Comparative Education Research Group (GIECSE), through which she collaborates in pedagogical research networks with an intercultural focus and in national and international projects linked to educational innovation and the recognition of intangible heritage.

Below are some of her main scientific publications in this field:

Cortés-Vázquez, M., Chavarría-Ortiz, C., Berraquero-Rodríguez, D., & Heredia-Carroza, J. (2025). Didactics with Art: A PRISMA Systematic Review on the Integration of Flamenco in Education. Heritage, 8(6), 223. https://doi.org/10.3390/heritage8060223

Cortés-Vázquez, M., & Llorent-Bedmar, V. (2024). The Training of Flamenco Dance Teachers of the Escuela Sevillana (Sevillian School): From Practical Experience to the Practice of Teaching. Education Sciences, 14(2), 188. https://doi.org/10.3390/educsci14020188

Cortés-Vázquez, M., & Llorent-Bedmar, V. (2024). Recovery of Flamenco Art in Spain through Teaching: The Case of the Escuela Sevillana. Cultural Management: Science and Education, 8(1), 27–42. https://doi.org/10.30819/cmse.8-1.02

Cortés-Vázquez, M., & Ballesteros-Moscosio, M.A. (2024). The psychotherapeutic use of dance as an educational tool to improve social skills in children with autism. Research in Dance Education, 1–23. https://doi.org/10.1080/14647893.2024.2354786

Llorent-Bedmar, V., & Cortés-Vázquez, M. (2023). A influência islâmico-andaluza na construção do flamenco como gênero musical. Conhecimento & Diversidade, 15(39). https://doi.org/10.18316/rcd.v15i39.11169

Cortés-Vázquez, M. (2024). El Estilo de Enseñanza Pedagógica en el Baile Flamenco: Un Estudio de Caso. En A. Martínez-Arboleda & M. S. Villarubia Zúñiga (Eds.), Aportaciones desde el conocimiento, la educación y las humanidades (pp. 55–74). Aula Magna-McGraw-Hill.

Cortés-Vázquez, M. (2023). El flamenco: una herramienta para trabajar la inteligencia emocional en el aula. En Educación y Sociedad: Pensamiento e innovación para la transformación social. Dykinson. ISBN 978-84-1170-570-7