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Educación en territorios rurales. Praxis, saberes, aprendizajes.
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Rural education in Latin America and Chile has been, and continues to be, one of the greatest educational challenges for public policy, in terms of ensuring the right to education for culturally, economically, and linguistically diverse populations of children, youth, and adults who live in communities at varying distances from urban centers where financial capital, businesses, cultural activities, and schools integrated into the most effective educational systems (as measured by state indicators of successful learning) are concentrated. Popular, non-formal, bicultural, or intercultural rural education in diverse territories, multigrade classrooms as a pedagogical vanguard, cooperation between the local and school communities, teaching practices, ancestral and popular educators, and teachers with multiple forms of integration into the territories and the curriculum—both from local collective memory and the official curriculum—are realized as expressions of resistance, creativity, responsiveness to needs, educational freedom, and meaningful connections with a practical and holistic developmental purpose for students and teachers. Researchers from various universities across the country present reflections and results from their academic studies, to disseminate knowledge and contribute to the exercise of the right to education, with freedom, flexibility, memory, and the projection of good lives for all, throughout life.
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Keywords
- Cultural Diversity
- Curriculum
- rural education
- Territory
- thema EDItEUR::G Reference, Information and Interdisciplinary subjects::GT Interdisciplinary studies::GTZ General studies and General knowledge
Links
DOI: 10.26448/ae9789566276678.150Editions