Educar para permanecer: estrategias pedagógicas basadas en el pensamiento crítico para mitigar la deserción en preescolar.

Abstract

The following research project takes the problem of school desertion in the preschool, specifically in the Montoya Gaviria seat for the Educative Institution Elisa Borrero de Pastrana, afternoon shift. During the year 2025, a high dropout rate has been noticed, which has caused worry because of the negative impact in their development on the educational, emotional and social areas. This enterprise starts from the need to comprehend the factors that affect this phenomenon, analyzing both the school environmental conditions as well as the expectations and the understandings that the families have. The main goal in this study is to design and implement pedagogic strategies focused on enhancing critical thinking as a medium to stimulate active participation, the feel of belonging, and the permanence of students in school. Through a qualitative focus, a methodology of action research that allows for group reflection among teachers, families and the educative community, oriented towards transforming pedagogical practices. The study is descriptive and participative, and the involved population are 19 preschool boys and girls along with their parents or guardians. Among the techniques employed in the participative observation, semi structured interviews and focus groups are included with the objective of identifying knowledge, practice, and school and family dynamics that have incidence in staying in school. It was found that most of the time the main reasons contributing to desertion are due to external factors and parents are willing to take a more active role in their children’s education.