Abstract
Abstract The article presents characteristics of the curriculum for the Regular Basic Education in Peru which addresses initial, primary, and secondary education. The curriculum takes into account that the country is home to diverse indigenous communities with different languages who are a prominent part of the society. As a consequence, intercultural bilingual education was implemented in many areas, and it is practiced mostly in a rural context. Short interviews with teachers show specific challenges of the bilingual class and underpin the importance of integrating the daily environment of the students in mathematics and science classes.
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