SCHOOL BELONGING, BONDAGES, INFREQUENCY AND DISENGAGEMENT IN ADOLESCENCE

Abstract

The permanence of adolescents at school cannot be understood exclusively based on enrollment or physical presence in school activities, since the construction of an educational trajectory also involves bonds, recognition, participation and a feeling of belonging. This article aims to analyze the relationships between school belonging, interpersonal bonds, infrequency and disengagement in adolescence, considering relational and institutional factors that can favor the rapprochement or progressive separation of students from school. Methodologically, qualitative research is developed, of a bibliographic and documentary nature, based on national and international studies on belonging, identity, school climate, engagement, coexistence and permanence, in addition to documents produced by the Organization for Economic Cooperation and Development (OECD), the United Nations Children's Fund (UNICEF) and Brazilian educational bodies. The analysis starts from understanding engagement as a multidimensional phenomenon and infrequency as a condition that must be interpreted in its context, avoiding its reduction to individual behavior or an inevitable stage prior to abandonment. The studies examined indicate that meaningful relationships with peers and adults, opportunities for participation, recognition of singularities and perception of support contribute to strengthening the adolescent's connection with school, while isolation, lack of listening and repeated experiences of not belonging can weaken this relationship. It is concluded that preventing disengagement requires early monitoring of changes in participation and attendance, strengthening bonds and institutional actions capable of making the school a space in which the student is not only enrolled, but recognized as a legitimate member of the educational community.