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Abstract

Address the issue of education from the perspective of poverty forces raise issues, including Bracho (1995) highlights how the two phenomena are related, if related, and whether they can be public policy issues. This tendency to link education with poverty is not exclusive to a current analytic or in a specific area, it is more understandable from the socioeconomic context in which this relationship is presented. It is surprising, for example, that a country with great resources and opportunities as Mexico has an average schooling of 8.6 years in 2011, below the 12 years that includes basic or compulsory education, and more than 50% of the population Total is in extreme poverty. Given that poverty is the denial of opportunities and choices most basic to human development as well as the absence of certain basic capabilities to perform, individuals in households affected by the condition have fewer educational opportunities than the rest of the population, largely due to factors such as remoteness of their settlements on schools, high opportunity costs, low expectations on learning and less cultural capital they have. The children of the poor develop a lower capital, such a delay is played once more in the next generation forging intergeneracional educational poverty. Side of education, people with more years of education have access to high-productivity Jobs and higher wages, while individuals with low education hardly able to obtain social status and leave the circles of poverty.