Identidades rurales en las políticas educativas en Colombia y México

Abstract

The following research had the purpose to understand the way in which Mexican and Colombian educational policies have approached to rural communities from education. Bearing in mind that, the study was oriented under the hermeneutical critical paradigm, taking as categories of analysis: human development, communities and identities, teacher training and new rurality. These categories were established from a review of the literature on rural education. In order to analyze the transformations and differences between the documents of the two countries, the comparative case study was used. The documents selected were the planes decenales de educación from 2006 to 2026, in Colombia. in the matter of Mexican educational policies, the sectoral plans from 2007 to 2024 were selected. Thus, as results of the analysis, it was found that although mention is made of the communities, their differentiating aspects are still unknown, there is an evident transformation around the ways of representing rurality and the documents are limited to the curricular transformation and not of educational practices.