Abstract
The research that we carried out in this article tries to demonstrate how the good practices that the teachers of the Second Chance Schools have in their centers (significant learning, propinquity and support) are effective pedagogical tools to reduce rates of school failure and dropout and, in other cases, to eliminate those two hurdles that the education system has and which is exacerbated in certain social contexts. Basically, this research is articulated in a theoretical framework, a research process or methodological framework, results from that research and the establishment of conclusions.
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