Tradition, rupture and continuity of rural education in the Ibero-American space

Abstract

Education in the rural context presents different and numerous challenges, both for the teacher, as well as for the institution, the State and other actors in the educational area, such as students, parents, representatives and the community. One of the main challenges to develop educational activity in the rural environment has been the location of these areas, since they are distant areas from urban centers. Along with this challenge, there are also problems associated with marginality, exclusion and poverty.

This methodological research proposal with a quantitative approach, supports his thesis that education is the driving force for inclusion and sustainability, constituting a vertex for development. Taking into account the complex and diverse reality of the Ibero-American space, an overview of the rural educational situation is offered.

Within the diversity of nuances, some experiences that promote meaningful learning are identified, emphasizing the role played by the budget and public spending to support and promote the construction of a sustainable future. The fact of framing the analysis in the context of changes underlines the need to understand the importance of developing learning strategies, linked to social meanings such as environmental management, ethical approach and critical thinking.