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The article presents a comparative study between General Basic Education in Ecuador and Primary Education in Peru, focusing on how the principles of educational thinking are reflected in their structures and organizations. Both systems share an integral conception of the student, promoting their cognitive, emotional and social development, and fostering values such as justice and solidarity. Educational inclusion is a fundamental principle in both contexts, guaranteeing equitable access to education and attending to the cultural and linguistic diversity of students. In addition, secularism is highlighted as a key element that allows for a neutral approach to education. The study also highlights the importance of developing life skills, which transcend the mere acquisition of academic knowledge. Despite the similarities, differences in curricular organization and duration of educational levels are identified, suggesting the need for continuous improvement of educational quality in both countries. The implementation of good practices and mutual learning between the systems is recommended to strengthen education. In conclusion, the analysis reveals that, although there are differences, both General Basic Education in Ecuador and Primary Education in Peru share fundamental principles that seek the comprehensive development of students and the promotion of inclusive and quality education.
Vásquez et al. (Thu,) studied this question.