El fracaso escolar: una reflexión alternativa a la literatura clásica académica

Persistent school failure is one of the main concerns of governments and educational actors due to the long-term problems it can generate in the lives of students. Better understanding hypogenic risk factors is essential to reduce recurrence. This article aims to assess in a reflective, critical and hermeneutical way the results obtained from the scientific bibliometric production on the determining factors of school failure. The PRISMA methodology was used, involving 25 studies in which the resulting factors were identified and classified. The findings allowed us to discern the results in the scientific literature of the bibliometric study, based on the non-recognition of school failure as individual biopsychosocial causes of the student. On the contrary, a reflexive insurgent critique is opened on the factors of the prevailing global and neoliberal educational system as hypogenic causes of the studied phenomenon.