Educability conditions of indigenous Otomi children at the primary level, in the community of San Andrés Tianguistengo, in the municipality of Actopan, Hidalgo

Abstract

This research analyzes the diverse social conditions that influence the education of indigenous Otomi children in the community of San Andrés Tianguistengo, Hidalgo, focusing on how economic, cultural, and educational factors generate barriers to access and retention in primary education. Among the main factors are family poverty, which forces children to prioritize subsistence activities over education, and the community's worldview, which influences educational practices and perceptions of learning. Furthermore, it highlights the impact of an assimilationist educational model that has historically sought to integrate indigenous people under an ethnocentric logic, ignoring their cultural particularities and reinforcing educational inequality. The research was conducted using a qualitative descriptive approach, using the ethnographic method to construct a detailed description of the educational experiences and practices of children and their guardians. Data collection was conducted through semi-structured interviews, allowing for the capture of perceptions and experiences directly linked to educational barriers. Ethical aspects such as confidentiality and respect for the participants' worldview were considered. The results indicate that poverty is the main limitation, although other social and academic factors also influence these children's education. Worldview and a history of cultural marginalization contribute to both the origin and persistence of educational barriers. The research highlights the need for inclusive, contextualized, and culturally sensitive educational strategies that promote equity and full access to primary education for this population.