Educación y Desigualdad Social: Prácticas De Lectura y Escritura en Grupos Socio-comunitarios

The present research accounts for the educational system in non-formal school as a specific process in social groups. The main objective was to identify the most significant elements for the understanding of particular characteristics that reading and writing practices assume in the socio-community groups of the urban area of the Cuenca canton in Ecuador. Inclusive experiences are considered, taking into account the diversity of the participants in two socio-community groups: the Paces Foundation and the mother and child home. We work with a qualitative methodology with an ethnographic approach. The results indicate that the groups in context are the reflection of a society with few proposals for the promotion of reading and writing skills, in the same way, it is necessary to meet the needs of the community, as well as, it is necessary to strengthen self-esteem and security , given that the vulnerability of the groups occurs in the majority of the participants due to the abandonment of homes with different social and cultural conditions and this affects the problem of this study. In the interaction, inclusion is addressed while respecting diversity and this allowed representations of discrimination to be excluded. It is concluded that the trajectory of the protagonists includes representations of life that are instituted as social inequalities, given that reality varies according to the socio-cultural context with diverse forms of expression and different learning styles.