RESEARCH SEEDBEDS: A FUNDAMENTAL PEDAGOGICAL SPACE FOR TRANSFORMING TRADITIONAL TEACHING IN RURAL SECONDARY EDUCATION

Abstract

Research seedbeds in rural secondary education represent a fundamental pedagogical space for transforming traditional teaching. Consequently, their direct connection to the problems of their environment makes them a setting for constant inquiry, fostering interest in scientific learning and, above all, moving away from rote memorization to become a meaningful and experiential learning process. Therefore, the central purpose of this research review article was to describe the relevance of research seedbeds, a fundamental pedagogical space for transforming traditional teaching in rural secondary education. Among the theories that support this approach is Abraham Maslow's Theory of Humanism (1943). A methodological perspective framed within a qualitative, interpretive approach was adopted, using the phenomenological method. To facilitate the data collection process, five (5) key informants were selected: three (3) teachers and two (2) students. In conclusion, the research group acts as a social laboratory where scientific culture is democratized and sheds its restrictive nature. This dynamic allows young researchers not only to learn science but also to practice science from their rural identity, strengthening a social imaginary where knowledge is the main driver of territorial transformation. This integration of scientific thought and community action ensures that knowledge management is relevant, original, and deeply linked to collective well-being, consolidating research as the cross-cutting axis of rural secondary education.