Complexity of the Phenomenon of Exclusion from Educational Trajectories in Secondary School

The article arises from the reflective process of the research work on school dynamics that affect the exclusion and abandonment of educational trajectories. This mixed methodology research aimed to find among students with high repetition rates, dropouts, resilient students, and those likely to fail, the challenges faced in building a model that transcends emotional and cultural barriers. Relevant factors were identified in the Colomboy educational institution as a reference for rural institutions in the municipality of Sahag & uacute;n in Colombia. The results show the need for a method/ strategy to address the multidimensionality of students, through a structural internal reorganization that modifies classroom narratives and incorporates strategies for understanding comprehensive education for sexuality and favors system entropy, based on the evaluation and continuous adjustment in interactions, as well as a model centered on the principles of complex thinking that allows the strengthening of the school culture for inclusive citizenship that celebrates diversity and individual achievement. The article concludes with a complex humanist vision as a path towards inclusive education that mitigates inequality.