EDUCATIONAL CHALLENGES AND CHANGES IN THE CULTURAL RICHNESS OF COLOMBIAN RURAL COMMUNITIES

Abstract

The realization of this scientific production in the form of an essay arises from the need to raise awareness about the abandonment experienced by Colombian rural education, which, at the same time, constitutes a scenario of rich cultural, native, and ancestral diversity. In this regard, through a review of the literature, key points were highlighted and supported, such as the role and commitment of teachers facing a rural education framed by challenges that turn them into spokespersons for the socio-educational reality, as well as the relevance and necessity of actively listening to communities and their needs toward the creation of different targeted public policies. Likewise, emphasis is placed on the importance of pedagogical practices rooted in rurality rather than urban frameworks, together with the need for curricular flexibility, joined with the joint work among pre-service teachers who hold different perspectives on social-educational requirements, as well as the essential role played by families when engaging in these practices. Finally, the conclusion highlights the need to address structural deficiencies and to support these communities—even through recreational, sports, and artistic dimensions—which encompass not only education, but also daily life and the dignification of fundamental rights.