Since recent times the "problem" of writing in Quechua is once again on the table and this is due to the fact that indigenous education is also taking a different course given the progress, albeit slowly increasing, of educational experiences that make use of this language as a vehicle of education. At the moment, these experiences are only aimed at the vernacular-speaking rural population and, unfortunately, there are still no attempts at Quechua-Spanish education for the bilingual or monolingual Spanish-speaking urban population. This distinction seems important to us in the discussion that we will develop, since it is closely linked to the use of the Quechua alphabet.

In the department of Puno, just as in other Andean regions where similar experiences have been carried out, we find a surprising phenomenon at first glance when we analyze the opinions about bilingual education by the different groups involved. Roughly speaking, it can be stated that parents are very skeptical about teaching in the mother tongue, advancing arguments such as "we already know our language, why teach it; but we have to learn Spanish". Teachers somewhat share this point of view, with the difference that they reject teaching in the mother tongue because "it is not a language, just a dialect without writing".