The Mexican educational system has made progress in several indicators such as: access to public education, dsminution of the illetaracy, increase in the years of schooling, dicrease school dropout rates. In a century, it went from 80% of the illiterate population to have 90% literate population and establishing of universal primary education. However, this same system when responding to needs of the majority, under utilitarian justice approach, has generated great inequality in the native communities in Mexico. The data shows that native educational centers present disadvantageous conditions, that have low quality and their students have low learning leves.

From an idea of social justice that demands people to possess rights to education and political participation in order choose freely what type of life  they considered more valuable, this paper proposes a methodology to build mechanisms for quality assessment who aspire to be pertinent to the characteristics of the native communities of Mexico. The process has its based on the view that the term "quality education" requires negotiation and public reasoning to be useful in the process of school improvement.

Indigenous education, educational quality indicators, evaluation of schools, social justice.