Barreras estructurales y culturales en la transición educativa de estudiantes indígenas amazónicos
Structural and cultural barriers in the educational transition of indigenous amazonian studentsBarra lateral del artículo
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Contexto: Las desigualdades en la continuidad educativa de estudiantes indígenas hacia la educación superior constituyen un problema persistente en la Amazonía peruana. Las barreras estructurales y culturales se entrelazan con factores subjetivos y comunitarios que limitan el acceso, la permanencia y el egreso de estos jóvenes en instituciones universitarias. Objetivo: Se analizó la experiencia de transición desde la educación secundaria a la superior de jóvenes indígenas de comunidades nativas de la provincia de Lamas, identificando las barreras estructurales y culturales, así como los facilitadores relacionales que condicionaron dicho proceso en su dimensión comunitaria. Metodología: Se empleó un diseño de estudio de caso instrumental con enfoque cualitativo interpretativo-constructorista. Participaron dieciocho personas seleccionadas por muestreo intencional. Los datos se recolectaron mediante entrevistas semiestructuradas y se procesaron con análisis temático reflexivo de Braun y Clarke. Resultados: Surgieron tres categorías: barreras estructurales (económicas, geográficas, lingüísticas, familiares e institucionales), facilitadores relacionales (apoyo familiar, docente y becas) y una categoría emergente denominada Proyecto de Vida Comunitario, que expresa la tensión entre aspiraciones individuales y responsabilidades colectivas en la experiencia universitaria indígena amazónica. Conclusión: La continuidad educativa trasciende lo individual y se configura como un proceso comunitario que exige políticas interculturales sensibles a la identidad, las aspiraciones colectivas y la equidad.
Background: Inequalities in the educational continuity of indigenous students toward higher education represent a persistent challenge in the Peruvian Amazon. Structural and cultural barriers intertwine with subjective and community factors, limiting access, retention, and graduation within university institutions. Objective: This study analyzed the transition from secondary to higher education among indigenous youth from native communities in Lamas Province, identifying structural and cultural barriers, as well as relational facilitators that conditioned this process within its community dimension. Methods: An instrumental case study design with a qualitative interpretive-constructivist approach was employed. Eighteen participants were selected through purposive sampling. Data were collected via semi-structured interviews and processed using Braun and Clarke’s reflexive thematic analysis. Results: Three categories emerged: structural barriers (economic, geographic, linguistic, familial, and institutional); relational facilitators (familial support, teacher support, and scholarships); and an emergent category termed "Community Life Project," which expresses the tension between individual aspirations and collective responsibilities in the Amazonian indigenous university experience. Conclusion: Educational continuity transcends the individual, manifesting as a community process that demands intercultural policies sensitive to identity, collective aspirations, and equity.
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