{"id":4688,"date":"2026-07-23T13:28:44","date_gmt":"2026-07-23T13:28:44","guid":{"rendered":"https:\/\/www.zingprogramme.com\/?p=4688"},"modified":"2026-07-23T13:28:44","modified_gmt":"2026-07-23T13:28:44","slug":"diferencies-per-sexe-en-abandonament-escolar-prematur-vinculacio-benestar-i-trajectories-educatives","status":"publish","type":"post","link":"https:\/\/www.zingprogramme.com\/ca\/2026\/07\/23\/diferencies-per-sexe-en-abandonament-escolar-prematur-vinculacio-benestar-i-trajectories-educatives\/","title":{"rendered":"Difer\u00e8ncies per sexe en abandonament escolar prematur: vinculaci\u00f3, benestar i traject\u00f2ries educatives"},"content":{"rendered":"

[vc_row][vc_column width=”1\/1″][vc_column_text uncode_shortcode_id=”165475″]Autoria: Relmu Gedda. Soci\u00f2leg, m\u00e0ster en educaci\u00f3 i avaluaci\u00f3 educativa per la Universitat de La Frontera (Xile), i doctor en sociologia per la Universitat Aut\u00f2noma de Barcelona. Les seves \u00e0rees de recerca s\u00f3n les pol\u00edtiques d’inclusi\u00f3 i acc\u00e9s a l’educaci\u00f3, les reformes reguladores i els fen\u00f2mens vinculats a les traject\u00f2ries educatives en contextos de desigualtat social. relmu.gedda@uab.cat<\/span><\/p>\n

Abandonamnet i vinculaci\u00f3 escolar: una mirada dual<\/span><\/h2>\n

Quan parlem de l’abandonament escolar prematur (AEP), solem pensar en els qui deixen els estudis, per\u00f2 per a arribar a aquest punt, normalment es recorre un cam\u00ed molt llarg en el qual s’entrecreuen diferents eixos de desigualtat i d’escassetat d’oportunitats. Una manera de lluitar contra el AEP \u00e9s aconseguir que l’estudiantat mantingui alts nivells de vinculaci\u00f3 amb l’\u00e0mbit educatiu. La vinculaci\u00f3 escolar inclou els aspectes conductuals (assistir i participar), els emocionals (sentir-se part i valorar el que es fa) i els cognitius (implicar-se en l’aprenentatge), segons Fredricks, Blumenfeld i Paris (2004). Quan alguna d’aquestes dimensions falla, el risc de desenganxament augmenta, encara que no sempre es tradueixi en un aband\u00f3 immediat. De fet, Curran (2017) va documentar com els i les joves es desvinculen progressivament de l’escola sense que el sistema el detecti, perqu\u00e8 continuen assistint i no s’activen alarmes ni es produeixen conflictes. Aix\u00ed, centrar la mirada nom\u00e9s en els qui es van impedeix veure als qui es queden sense estar del tot vinculats.<\/span><\/p>\n

Els perfils coneguts: qui abandonen m\u00e9s<\/span><\/h2>\n

Les dades s\u00f3n clares respecte dels perfils de major risc d’aband\u00f3. A Espanya, la taxa de AEP se situa entre les m\u00e9s altes d’Europa i afecta de manera major als nois: a Catalunya, un 17,1% dels nois abandona en 4t d’ESO, enfront d’un 12,7% de les noies, una bretxa d’entre 3 i 6 punts que s’ha mantingut estable durant almenys set cursos (Zancajo i Bueno, 2026). A aquestes difer\u00e8ncies de g\u00e8nere se sumen altres variables ben documentades: l’origen socioecon\u00f2mic, el perfil migratori i el nivell educatiu familiar condicionen fortament les traject\u00f2ries escolars (Tarabini, 2017). Fins aqu\u00ed, el retrat \u00e9s conegut: abandonen m\u00e9s els nois, l’alumnat d’origen migrant i els qui provenen de llars amb menys recursos.
\n.<\/span><\/p>\n

\"\"<\/span><\/p>\n

Les dades de ZING afegeixen: la desvinculaci\u00f3 silenciosa de les noies<\/span><\/h2>\n

En el programa ZING, es realitzen una s\u00e8rie de q\u00fcestionaris aplicats a aquest context que mesuren tres \u00e0mbits: la vinculaci\u00f3 escolar de l’alumnat, el seu benestar subjectiu i les seves compet\u00e8ncies socioemocionals. Els resultats del curs 2024-2025 (n=1.292 estudiants) introdueixen un mat\u00eds important al plantejat pr\u00e8viament. El g\u00e8nere resulta ser la variable amb major impacte en el benestar subjectiu de l’alumnat, per\u00f2 en una direcci\u00f3 que no es correspon amb els perfils d’abandonament: s\u00f3n les noies els qui puntuen significativament m\u00e9s baix, sobretot en el component intrapersonal (autoestima, seguretat en si mateixa, satisfacci\u00f3 vital). En aquest sentit, del grup d’estudiants amb nivells m\u00e9s baixos de vinculaci\u00f3 i benestar, el 70,6% s\u00f3n noies. No obstant aix\u00f2, la taxa d’abandonament del programa \u00e9s a penes del 4,8%, i cap alumne o alumna amb alta vinculaci\u00f3 o alt nivell de benestar, va abandonar.<\/span><\/p>\n

\"\"<\/span><\/p>\n

\u00c9s a dir, les noies no es van, per\u00f2 tampoc estan del tot b\u00e9 ni a gust. Aquest \u00e9s un tipus de desvinculaci\u00f3 m\u00e9s silenciosa, una forma de desenganxament que no s’expressa en absentisme ni en conflicte dins de l’aula o els espais escolars (Curran, 2017), sin\u00f3 en un replegament emocional dif\u00edcil de detectar amb els indicadors habituals. Dades recents com el Bar\u00f2metre d’UNICEF (2024) confirmen que, en aspectes com la \u201ctristesa\u201d o la \u201cllibertat per a fer el que vull\u201d, les noies presenten resultats menors que els nois (22% vs 13% en el primer cas i 48% vs el 59% en el segon).<\/span><\/p>\n

\"\"<\/span><\/p>\n

\u00c9s important activar les alarmes i prestar tota l’atenci\u00f3 possible als senyals m\u00e9s silenciosos.<\/span><\/p>\n

Finalment, encara que aquestes dades il\u00b7luminen una dimensi\u00f3 de g\u00e8nere que pot quedar invisible, no esgoten la complexitat del problema. Les desigualtats educatives es construeixen en la intersecci\u00f3 de m\u00faltiples eixos (origen social, classe, perfil migratori, territori), que no sempre queden reflectits en totes les fonts ni en tots els indicadors. El que vam mostrar aqu\u00ed \u00e9s una pe\u00e7a del trencaclosques, que pret\u00e9n que s’incrementin els esfor\u00e7os per a avan\u00e7ar cap a una major equitat i just\u00edcia en el camp educatiu.<\/span><\/p>\n

Infografia: Difer\u00e8ncies per sexe en abandonament escolar prematur: vinculaci\u00f3, benestar i traject\u00f2ries educatives<\/strong><\/a><\/span><\/p>\n

Refer\u00e8ncies<\/span><\/h3>\n

Curran, M. (2017). \u00bfQu\u00e9 lleva a los j\u00f3venes a dejar los estudios? Explorando los procesos de (des)vinculaci\u00f3n escolar desde una perspectiva de clase y g\u00e9nero. https:\/\/ddd.uab.cat\/pub\/tesis\/2017\/hdl_10803_405662\/mcf1de1.pdf<\/a><\/span><\/p>\n

Fredricks, J. A., Blumenfeld, P. C. y Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59-109. https:\/\/doi.org\/10.3102\/00346543074001059<\/a><\/span><\/p>\n

Tarabini, A. (2017). L’escola no \u00e9s per a tu: el rol dels centres educatius en l\u2019abandonament escolar. Fundaci\u00f3 Jaume Bofill. https:\/\/www.equitat.org\/publicacions\/lescola-no-es-tu<\/a><\/span><\/p>\n

UNICEF Comit\u00e9 Espa\u00f1ol. (2024). Bar\u00f3metro de Opini\u00f3n de la Infancia y la Adolescencia 2023-2024. UNICEF Espa\u00f1a. https:\/\/www.unicef.es\/sites\/unicef.es\/files\/communication\/Barometro-infancia-2023-2024.pdf<\/a><\/span><\/p>\n

Zancajo, A. y Bueno, C. (2026). L’abandonament escolar a secund\u00e0ria: Radiografia d’un estancament. Fundaci\u00f3 Equitat.org. https:\/\/www.equitat.org\/publicacions\/labandonament-escolar-a-secundaria-radiografia-dun-estancament<\/a><\/span>[\/vc_column_text][\/vc_column][\/vc_row]<\/p>\n<\/div>","protected":false},"excerpt":{"rendered":"

Autoria: Relmu Gedda. Soci\u00f2leg, m\u00e0ster en educaci\u00f3 i avaluaci\u00f3 educativa per la Universitat de La Frontera (Xile), i […]<\/p>\n","protected":false},"author":2,"featured_media":4696,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[2],"tags":[178,88,22,179,19,20],"class_list":["post-4688","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-sense-categoria","tag-estudiar-ca","tag-formacio","tag-joves","tag-oportunitats","tag-zing-ca","tag-zing-programme-ca"],"yoast_head":"\nDifer\u00e8ncies per sexe en abandonament escolar prematur: vinculaci\u00f3, benestar i traject\u00f2ries educatives - Zing Programme<\/title>\n<meta name=\"description\" content=\"En el AEP normalment es recorre un cam\u00ed molt llarg en el qual s'entrecreuen diferents eixos de desigualtat i d'escassetat d'oportunitats.\" \/>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/www.zingprogramme.com\/ca\/2026\/07\/23\/diferencies-per-sexe-en-abandonament-escolar-prematur-vinculacio-benestar-i-trajectories-educatives\/\" \/>\n<meta property=\"og:locale\" content=\"ca_ES\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Difer\u00e8ncies per sexe en abandonament escolar prematur: vinculaci\u00f3, benestar i traject\u00f2ries educatives - 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