Literacy as a public policy to strengthen inclusion in the education system

Peru is a country with a great deficiency in the educational system, due to the lack of decentralization of this sector in the regions furthest from the capital and the low quality of public education in rural areas. According to the research by Cuenca and Urrutia (2018), students in rural schools show great progress in their reading skills; However, large gaps of social inequality and discrimination are still present and cause stagnation in education. Likewise, comment that young people who live in the interior of the country have fewer opportunities to access higher education than those who live in urban areas.
Having said the above, there are different factors that result in opening inequality gaps in education, such as socioeconomic level, illiteracy, linguistic marginalization, exclusion due to having diverse cultural or gender identities, ethnic or racial discrimination, segregation by have special abilities, among others. Therefore, within the framework of reducing inequality gaps, the notion of inclusive education was implemented, which is aimed at the decentralization and real democratization of free, quality education for the recognition of diversities and the construction of a just, egalitarian, equitable, tolerant and plural society.
In the specific case of multiculturalism in Peru, one of the strategies that was carried out was the insertion of bilingual intercultural education, where coexistence and feedback between the mother tongue and native language of the indigenous populations and Spanish are sought; In this way, the country's linguistic heritage and the cultural and personal identity of citizens will be preserved (García-Segura, 2019). However, there is still a long way to go to achieve their real inclusion in the educational system and in the society that has relegated and marginalized them for many decades.
Likewise, the latter is linked to the presence of illiteracy in Peru. This process is a consequence of the latent social and cultural inequality and discrimination in Peruvian society, due to the inconsistency in state policies. Illiteracy is a problem that must be eradicated, because it triggers poverty, marginalization and exclusion in the most vulnerable and remote populations (García-Segura, 2017). The majority of illiterate people in Peruvian territory speak an indigenous language; For this reason, the implementation of correct bilingual education with teachers who master the native languages is of vital importance.
In this sense, in this research, we enter into the discussion about inequality in education, the triggering factors of this problem and the importance of solving it through educational policies with an inclusive and intercultural approach. Likewise, the situation of the illiteracy plan in the Ayacucho region during the period 2004-2005 is analyzed, with the objective of understanding the shortcomings and successes of the national educational system in rural areas in the face of illiteracy and educational, social, and cultural inequality. and linguistics.