Paths, strokes and lines: a contribution to the (de)construction of education in rural contexts.
DOI:
https://doi.org/10.61447/20240601/art07Keywords:
Rural education, Territory, SchoolAbstract
Abstract
This article of reflection arises from experiences lived as a teacher and researcher of an educational institution located in a rural context, as secretary of education of a Colombian municipality classified as sixth category and from the results that emerged in the development of my research work on master's degree. This is how tensions, challenges, realities, and opportunities are made known, to think and (re)think what education is today in the context of rurality, taking as its axis the municipality of Venecia - Southwest Antioqueño Colombiano, which It allowed me to get closer and make known those educational realities that teachers, students, families, teaching directors and the community in general face every day. The objective of this reflective article is to go in search of proposing lines of deterritorialization, in the sense that is addressed by the philosophers Guilles Deleuze and Félix Guattari, for the staging of the existence of other ways of seeing, living and being in the country school. Thus, by assuming cartography as a methodological route, some facts are revealed that complement the present reflection, and that will be that starting point to show experiences, paths and paths towards other ways of feeling, knowing, constructing and (in)build the rural school, based on their identities, traditions and cosmogonies.
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