Equidad y escuelas multigrado: ¿ruptura o continuidad de la política educativa?

This paper presents the analysis of the equity of public actions directed at multigrade schools in Mexico to guarantee the right to education of rural children. Besides, it delves into the changes and continuities in educational policy based on the reforms to article 3 of the Constitution and the General Education Law in 2019. The evidence presented is based on an analysis of equity and rights of the main components of the basic education policy. It concludes that there is a violation of the right to education of children and adolescents living in isolated rural locations. The aforementioned, because the multigrade education policy is inequitable and hardly relevant. Besides, there is an incipient orientation of public resources to these schools, which will not necessarily modify the conditions for the exercise of the right to education. Finally, it observes that there is a continuity of the educational policy, that is, the reproduction of inequalities from educational actions that do not guarantee access, permanence, and significant results for all rural children and adolescents. [ABSTRACT FROM AUTHOR]