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Based on the 4-As Right to Education Indicators proposed by Tomasevski (2001, 2004), this paper analyzes the educational experiences of young people from migrant farmworker families using the phenomenological method, through the meanings that emerge from the experience of students of indigenous origin in public schools. Eleven young people of Mixtec origin, who migrate temporarily to the state of Hidalgo, participated as research subjects. This inquiry analyzes the educational experiences related to the learning process, relationships with teachers, as well as coexistence and discrimination by other students in the school environment. Examining these social interactions identified the diverse practices that demonstrate the institutional discrimination faced by this social group. These practices violate the full exercise of the right to and in education, as well as the right to non-discrimination. The research contributes to the understanding of various educational phenomena from the perspective of the students. There is also an approach to studies with children from agriculturalday laborer families with a human rights perspective, making use of the 4-As Right to Education Indicators.

Experiencias educativas de jóvenes mixtecos de familias de jornaleros agrícolas migrantes: estudio fenomenológico del derecho a la educación