Prácticas de Socialización Escolar de Niños/as Indígenas y Niños/as de Sectores Urbano-populares en el Contexto de Rurbanización y Transición Socio-estatal en Ecuador

Finally, the work of René Unda Lara and Daniel Llanos Erazo proposes lines of analysis on the school socialization practices of children and adolescents from two different socio-cultural contexts in the same socio-state space. On the one hand, the school socialization of children and adolescents from the Andean indigenous communities of the Central Highlands of Ecuador, according to the results of the research supporting the article, is increasingly determined by a modernizing rationality whose direct reference is the country's current regulatory framework (Constitution of Good Living, National Plan for Good Living, Policy for the Substitution of the Productive Matrix) and, on the other, the school socialization of children and adolescents who study and work in urban contexts, marked from the outset by characteristics inherent to the requirements of socioeconomic modernization and inscribed in the same normative framework, presents "vanishing lines" whose structural references are more associated with a labor reason than with a community reason, an issue which, among other things, highlights the limits and possibilities of state policies related to education and work.