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This article presents the processes through which inhabitants of an indigenous Nahua communityhave valued and linked their school institutions with their life projects and with the community’sdevelopment. To this end, testimonies from 14 inhabitants who were born between 1933 and 1985are presented. Their narratives reveal the conflicts, expressions of resistance, and assessments ofschool institutions characterizing the various generations of inhabitants, thus contributing elementsfor an intercultural analysis.
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