TEACHING AND LEARNING PROCESS IN RURAL COMMUNITIES: AN APPROACH BETWEEN THE OFFICIAL CURRICULUM AND LOCAL KNOWLEDGE

Abstract

In rural areas, schools play a role that goes beyond formal education: they are places where cultural practices are woven together, collective memory is preserved, and knowledge deeply linked to community life is transmitted.  However, in rural classrooms, it is clear that the official curriculum established by the Ministry of Education (MEN) tends to ignore the particularities of rural communities because, although it is national in nature, it does not always effectively reflect the cultural, social, and economic realities of each territory. This disconnects between educational policies and local realities creates tensions in teaching and learning processes, affecting the relevance, sense of belonging, and motivation of students. The objective of this literature review article was to analyze the articulation between the official Colombian curriculum and the local knowledge present in rural communities, with the aim of strengthening contextualized teaching and learning processes. It was developed using a qualitative approach and an interpretive documentary methodology, adapting the structure of the PRISMA 2020 model to ensure a rigorous process of searching, selecting, and analyzing sources. The results were organized into three lines of analysis: territorial experiences of curriculum integration, policies that legitimize local knowledge, and transformations in teaching practice from intercultural approaches. The review of 30 studies showed that, although there is a regulatory framework that promotes cultural diversity, its application remains limited. It is concluded that a pedagogical approach that engages with the territory improves learning, strengthens cultural identity, and promotes a more equitable, relevant, and intercultural rural education.