Inequality, exclusion and educational opportunities in the region of the state of Tlaxcala Otomi

Abstract

The inequality in basic education in Mexico is a latent problem, despite the universalizing education policies undertaken for decades, educational opportunities are not the same for all children and adolescents. Elements such as family cultural capital, socioeconomic status, rural and urban schools detonate equipment in educational inequality. Recent attempts to incorporate practices to population segments that are disadvantaged to place under similar study conditions, ethnic groups is one of many examples. The aim of this study was to determine the educational opportunities for indigenous children, the exclusion factors in basic education schools and cultural links with the community.

Method: The study was conducted in San Juan Ixtenco unique Otomí community of Tlaxcala, the world of work were five basic education schools that exist in the town, a school and four elementary schools (one particular, two generals, morning and Evening and Indian). The methodology was qualitative and quantitative, qualitative instruments were employed ethnographic approach to know the community and schools in their daily work and implemented focus groups with students. 271 questionnaires were applied with quantitative and qualitative variables (observation guides, interviews and focus groups) to schools (students, teachers, administrators) and community (parents and leaders).

Results: The analysis included four categories: 1) schools, a high school general subsystem, particularly primary schools, Desigualdad, exclusión y oportunidades educativas en la región otomí del estado de Tlaxcala Revista Electrónica Nova Scientia, Nº 11 Vol. 6 (1), 2013. ISSN 2007 - 0705. pp: 291 – 310 - 294 - primary morning and evening schedules in the same primary school. The indigenous, they taught the official programs of the Secretariat of Public Education without additions or adjustments except for the specific school teaches Otomi language, 2) teachers and principals assigned to each of the schools in Ixtenco originate (27%) of the place and teach courses for students lagging in isolation; 3) opportunities for students who belong to the ethnic group of Otomi and lower income families are limited, have a lower family cultural capital, less support at home, less materials and technology and the need to work to support the family 4) the community has a very tenuous link with schools and their culture has been lost.

Discussion and conclusion: The educational opportunities from a national dimension to more disaggregated levels are determined by economic conditions such as income, educational level, bibliographic, housing conditions, etc. equipment in schools. It is urgent to design and implement compensatory mechanisms or subsidiary to generate equal educational opportunity for children to enroll and stay in school.