Social representations of school repetition in teachers and directors of a school in northern Chile.

Abstract

The objective of this research is to report the content of social representations of school repetition among teachers and directors of a school in the city of Iquique, in the north of Chile. The research involved the use of qualitative methodology and it focused on six discussion groups with a total of thirty-five members. The result of the analysis shows that there is a central part that defines grade repetition as both a failure and an opportunity. In addition, other important elements were identified that can explain grade repetition, such as immature students and family abandonment. The analysis shows that grade repetition is necessary and can have a positive effect on the student in the long run. In conclusion, the content of this social representation differs from previous research on the consequences of grade repetition, but it is consistent with previous research on the representation of school failure.