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The research on which this article is based is the product of a broader qualitative study of the Young Lives project, which mainly addresses the issue of educational transitions to secondary school in four communities: two in urban areas and two in rural areas. for this research, the basic methodology used was the case study of children between 11 and 13 years of age.1 information was collected through a set of qualitative techniques: individual and group interviews with children, parents and teachers; community and classroom observations; and group methods with children. in this paper we will analyze the cases from the two rural communities (Andean and Amazonian); in each of them we worked with between 8 and 11 children