[Primary prevention in the school environment].

Area of Science:

• Educational Psychology
• Sociology of Education

Context:

• School failure is a significant issue linked to social class, defying simple psycho-social explanations.
• Pedagogical and institutional factors critically convert cultural differences into academic failure.
• Evaluation criteria play a selective role in identifying school maladaptation and assessing knowledge.

Purpose:

• To explore the effectiveness of mastery learning as an intervention to mitigate school failure.
• To examine the role of pedagogical and institutional mechanisms in academic underachievement.
• To propose alternative evaluation methods that support the educational process.

Summary:

• This study investigates mastery learning in fundamental education, where all students work towards specific operational objectives.
• Formative evaluation is integrated into schooling, contrasting with traditional normative evaluation.
• The intervention is presented as a potential strategy, not a definitive model, for limiting school failure.

Impact:

• Provides a methodological framework to address school failure beyond individual or familial characteristics.
• Highlights the importance of institutional and pedagogical interventions in educational equity.
• Suggests mastery learning as a component of a broader strategy for primary prevention and educational democratization.