Educational inequality in the rural areas of Peru

Abstract

This article intends to make a brief analysis of the real situation of education in rural areas of Peru; whose most relevant problem is educational inequality, which affects a large percentage of students who live in the most remote rural areas of our country, classified as deep Peru. The methodology that has been used for this work was based mainly on the search of bibliographic sources, as well as on the reading and documentary analysis of various theoretical approaches and studies on the topic in question. With respect to the approach, it is qualitative in nature, the method of which was documentary analysis. The conclusions reached are that the role played by the State as the executing entity and responsible for educational policies is very deficient, which is reflected in the results of the low academic performance of the students and the poor accessibility to reach the higher level. In that sense, the State has the duty to guarantee quality education for everyone, throughout the country; with equity and accessibility to adequate infrastructure, basic services, implementation of educational and technological means and materials that allow students to safely cope with the demands of this globalized world, and, finally, the recognition of teachers for their sacrifice work.