Educational development, an aspect of social marginalization in mexico, 2010, an analysis from the approach of cultural geography

From a geographical perspective, situations of vulnerability and social exclusion are a complex reality, therefore, when studying the variables related to marginalization and poverty related to education, it is an issue that affects the population that lives in territories of adverse topography (Guerrero, Oaxaca, Chiapas and Michoacán), unfavorable for the development of productive activities, creating inequality in the distribution of wealth. Mexico's current model of economic development has an impact on all areas, especially education, which is manifested as having low access to educational services, to remaining in school and not successfully completing schooling, with which the excluding character is observed. The work begins with the frame of reference where the approaches that try to explain the causes of the inequality and marginalization adopted in this research are exposed, with which it was defined that the method would be constructed by CONAPO, which integrates 9 socioeconomic indicators, focusing in education mainly to analyze the average level of schooling, the percentage of population of 15 years or more, illiterate and the percentage of population of 15 years or more, without primary or secondary education, specifying in considering the current territorial distribution. As noted marginalization and poverty is quite complex and is more difficult to study the educational component, because the expectation that awakens access to educational services is not fulfilled, because it is not always guaranteed to improve the standard of living, no matter how much they invest to care for the most disadvantaged, because they continue to be poor.