Education in Vulnerable Peruvian Families
Drawing on various ethnographic fieldwork carried out interchangeably between 2001–2002 and 2007 in the south-central highlands of Peru, this work analyzes how indigenous and peasant families construct certain collective imaginaries about formal or institutionalized education and literacy programs. This situation, together with the internal armed conflict the country endured (both considered as extra-pedagogical factors), contributed to exclusion and, consequently, to educational backwardness, and prevented (or prevents) or limited (or limits) inclusive and integrated education and human development.