Pedagogical Realities in Colombia's Rural Context: An Essay from the Teachers' Perspective

Abstract

Education in the rural context in Colombia is developed from diverse realities, each of them complex, where both teachers and students experience circumstances in the teaching and learning process. The essay-type scientific article that is presented corresponds to a methodology of descriptive characteristics, developing the Hermeneutical method supported by the analysis of Laws, Decrees, as well as the Ten-Year Education Plan of the Republic of Colombia, and other contributions of UNESCO. As conclusive aspects, it is highlighted that rural educational realities require compliance with public policies that value and strengthen their sociocultural particularities. Investment is needed in infrastructure and resources, but, above all, teacher training and support that recognizes and prepares them to face the challenges, as well as to take advantage of the enormous potential of the context. Therefore, rural education should not be seen as a deficient version of urban education, but as a system with its own particularities that require a specific approach and recognition. Finally, it is highlighted that among the important pedagogical realities, school dropout stands out due to the distance between the school and the place of residence of the students, as it is a dispersed population, or due to the rural culture, marked by rural activities that coincide with the school schedule, generating a process of deschooling or temporary abandonment.  impacting their academic development significantly.