Barriers to learning and participation regarding school dropout among migrant indigenous children in Sinaloa

Abstract

The right to education is a fundamental principle for social development and the guarantee of human rights; however, various groups continue to face obstacles that limit their access to, retention within, and learning in educational systems. In this context, this study aimed to analyze the "Barriers to Learning and Participation" (BLP) that affect the school retention of children belonging to an ethnic migrant community—originally from the state of Guerrero and currently settled in an agricultural field in the state of Sinaloa. The research employed a qualitative approach with a descriptive-interpretative scope, utilizing a case study method. The data corpus consisted of seven semi-structured interviews with young people from Nahuatl-speaking families—members of an ethnic migrant community from Guerrero settled in an agricultural area in Sinaloa—who experienced school dropout during their basic education. The results were analyzed based on the cultural, political, and practical dimensions proposed in the Index for Inclusion; they reveal that school dropout is not the result of a single factor, but rather the accumulation of various barriers. Identified factors include pedagogical practices that lack inclusivity, a lack of academic support, limited institutional conditions, and sociocultural dynamics that prioritize labor over the continuation of education. It is concluded that addressing these barriers is essential for promoting an inclusive education that ensures the retention, participation, and learning of ethnic migrant children.