Life projects in vocational and professional guidance for illiterate youth and adults in the Tigua community of the Pujilí Canton

Abstract

This article examines the critical intersection between illiteracy, Kichwa cultural identity, and the formulation of sustainable life projects among youth and adults in the Tigua community of Pujilí. Given the high prevalence of functional illiteracy and limited opportunities for formal development, traditional vocational and professional guidance is insufficient. A mixed-methods approach (qualitative-quantitative) was used, with a qualitative predominance, given the exploratory and contextual nature of the phenomenon. The design is ethnographic and descriptive, seeking to understand in depth the meaning of life project within the specific cultural context of Tigua.The study proposes a contextualized, non-literate guidance approach focused on revaluing ancestral knowledge (agriculture, crafts, Tigua art) and identifying job skills transferable to the local economy. The participants' perceptions, aspirations, and socioeconomic barriers were explored. Initial results from a sample of 30 people suggest that guidance should prioritize identity-based economic empowerment and the development of community management skills, rather than the search for inaccessible formal employment. This research aims to provide guidelines for more effective adult education and community development programs in Indigenous contexts.