RURAL MICROCENTER: A SPACE FOR REFLECTION IN ACTIVE PEDAGOGIES

Abstract

This article reflects on the role of rural microcenters as strategic spaces for strengthening pedagogical practices in rural contexts. Their importance lies in promoting collaborative work among teachers, continuous professional development, and the use of contextualized active pedagogies. The research is framed within a qualitative approach and the interpretive paradigm, allowing a deep understanding of the educational dynamics in rural territories. Methodologically, it is based on documentary review and reflective analysis of concrete experiences in the department of Antioquia, Colombia. The findings show that microcenters not only foster the exchange of knowledge and didactic strategies but also strengthen teacher autonomy and the appropriation of the local context as a central axis of the educational process. Despite their value, these spaces lack standardized national regulation to ensure their sustainability. It is concluded that microcenters are a legitimate practice born from the needs of rural teachers, which requires institutional and regulatory support to be consolidated as a transformative educational policy in Colombia.