Este artículo tiene como objetivo presentar un diagnóstico general de las condiciones de la educación superior para los/as jóvenes purépecha en Michoacán, México. Para ello, se realizó un análisis cuantitativo sobre los factores personales, familiares y contextuales que influyen en sus elecciones respecto a la vida universitaria. En términos metodológicos, se realizó una revisión documental de las políticas educativas interculturales en el estado, se aplicó una encuesta en cuatro comunidades purépechas y se realizaron grupos focales con estudiantes de bachillerato. Entre los hallazgos relevantes se encuentra que la población indígena cuenta con condiciones institucionales limitadas que dificultan su ingreso y permanencia en la educación superior, además de que sus experiencias y expectativas pocas veces son tomadas en cuenta en los diseños y aplicaciones curriculares de las universidades interculturales.
This text presents the results of a research that sought to know the interaction mechanisms that childhood generates to learn from the school and the city, including their participation in their community and in the commercial activities that they develop with their family. We work from an ethnographic research process with Nahua girls and boys from the state of Guerrero, migrants in Morelia, Michoacán, Mexico. We develop two summer courses with different socio-educational and reflection activities, based on reading, writing, sciences experiments, guided visits to a museums, construction of mental cartographies and interviews, from there it was sought to reflect with them and their experiences around the way in which they “appropriate” the city, their community and their school. The results show the ways in which they are interacting with different groups of people in the different spaces. It was also found that in most cases, girls and boys are learning school content not without certain difficulties to continue their schooling, to recognize and appropriate the spaces they interact. But we underline the ways they “reterritorialize” the practices of their families, update cultural practices and strengthen the recognition of Nahuatl self-ascription, influencing this process in other non-Nahua boys and girls and their families, when the conditions of interactions let it.
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