<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1409-4703</journal-id>
<journal-title><![CDATA[Actualidades Investigativas en Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Actual. Investig. Educ]]></abbrev-journal-title>
<issn>1409-4703</issn>
<publisher>
<publisher-name><![CDATA[Instituto de Investigación en Educación, Universidad de Costa Rica]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1409-47032023000300126</article-id>
<article-id pub-id-type="doi">10.15517/aie.v23i3.54644</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Más allá de la deserción escolar: Importancia atribuida a la finalización de la educación secundaria en cuatro comunidades educativas chilenas]]></article-title>
<article-title xml:lang="en"><![CDATA[Beyond dropping out of school: Importance attributed to the completion of secondary education in four Chilean educational communities]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mendoza Lira]]></surname>
<given-names><![CDATA[Michelle]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ballesta Acevedo]]></surname>
<given-names><![CDATA[Emilio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Andrés Bello  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Andrés Bello  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<volume>23</volume>
<numero>3</numero>
<fpage>126</fpage>
<lpage>157</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-47032023000300126&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-47032023000300126&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-47032023000300126&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Diversos organismos y países se han propuesto como prioridad fomentar que las infancias y las juventudes finalicen su enseñanza secundaria como garantía de equidad. Sin embargo, el valor de la educación se encuentra en cuestionamiento debido a que no asegura oportunidades, aun con los avances actuales en materia de políticas públicas para asegurar el acceso y la permanencia educativa de toda la población. Por esta razón, acercarse a las escuelas y estudiar la relevancia que le atribuyen a la finalización de la educación resulta fundamental. La presente investigación cualitativa buscó analizar la importancia que le daban cuatro establecimientos públicos en Valparaíso (Chile) al término de cuarto medio (último nivel educativo de la enseñanza secundaria en este país). En cada recinto educativo se entrevistó al equipo directivo, docentes, profesionales de apoyo, estudiantes y sus familias. Se obtuvieron un total de 57 entrevistas. La información fue analizada bajo el análisis de contenido. Los hallazgos revelaron que graduarse de la enseñanza secundaria es trascendental porque: (1) desarrolla y moviliza habilidades, (2) mejora las oportunidades laborales, (3) favorece el acceso a la educación superior, (4) permite elaborar un proyecto de vida feliz y (5) constituye una fuente de autorrealización personal. Estos motivos, en su conjunto, permiten reconocer que la educación todavía es percibida como una herramienta de equidad e inclusión social.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Various organizations and countries have made it a priority to encourage children and young people to complete their secondary education as a guarantee of equity. However, the value of education is being questioned because it does not ensure opportunities, even with the current advances in public policies to ensure access and permanence in education for the entire population. For this reason, approaching schools and studying the relevance they attribute to the completion of secondary education is fundamental. This qualitative research sought to analyze the importance given by four public schools in Valparaíso (Chile) to the completion of fourth grade (the last level of secondary education in this country). In each school, the management team, teachers, support professionals, students and their families were interviewed. A total of 57 interviews were obtained. The information was analyzed using content analysis. The findings revealed that graduating from high school is transcendental because: (1) it develops and mobilizes skills, (2) it improves job opportunities, (3) it favors access to higher education, (4) it allows the elaboration of a happy life project, and (5) it constitutes a source of personal self-realization. These reasons, taken together, allow us to recognize that education is still perceived as a tool for equity and social inclusion.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[educación secundaria]]></kwd>
<kwd lng="es"><![CDATA[deserción escolar]]></kwd>
<kwd lng="es"><![CDATA[Chile]]></kwd>
<kwd lng="en"><![CDATA[secondary education]]></kwd>
<kwd lng="en"><![CDATA[school dropout]]></kwd>
<kwd lng="en"><![CDATA[Chile]]></kwd>
</kwd-group>
</article-meta>
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