FRAGMENTED EDUCATION AN ANALYSIS OF STRUCTURAL GAPS IN FUSAGASUGÁ FROM THE RURAL CLASSROOM

Abstract

This study analyzes educational fragmentation in Fusagasugá as an expression of structural inequality that disrupts pedagogical, institutional, and community continuity in rural contexts. It is based on the premise that such fragmentation is not only reflected in gaps in coverage, infrastructure, and educational quality, but also in the invisibilization of local knowledge and the disconnect between public policies and teaching practices. The research is grounded in critical pedagogy and hermeneutic phenomenology, recognizing the rural teacher as an epistemic subject and agent of transformation.The methodology employed is qualitative, interpretive, and dialogical, based on the analysis of official sources (Territorial Development Plan, Fundación ExE) and theoretical articulation with authors such as Freire, Darder, Walsh, and Torres Santomé. A dialectical reading of the problem is constructed, integrating institutional diagnosis, teaching experience, and critical reflection.The findings reveal significant lags in connectivity, school infrastructure, teacher training, and institutional support. Limitations include the lack of inter-institutional coordination, the precarious working conditions of rural teachers, and the absence of disaggregated data by rural district. At the propositional level, the study recommends the creation of a Rural Education Observatory, the implementation of contextualized pedagogical pathways, and teacher training with a territorial focus. It concludes that the solution does not lie solely in increased resources, but in an epistemological reconfiguration that recognizes rural education as legitimate, diverse, and transformative. The open question remains: how can educational policies be built from within the rural classroom rather than imposed upon it?