RURALITY, TERRITORY AND PUBLIC POLICY: A READING OF RURAL EDUCATION IN COLOMBIA BETWEEN NORM AND PRACTICE.

Abstract

The planning of public education in Colombia is based on centralized perspectives that largely overlook the territorial nuances and cultural identity of rural areas; consequently, conflicts emerge between statutory regulations and the reality of rural classrooms. In this light, it is essential to understand this situation from an academic standpoint. Therefore, this scientific essay aims to pave the way for an analysis of the relationship between public policy and education in rural areas through a theoretical reflection. It examines educational policy as a social phenomenon that gains meaning through the interaction of educational actors and non-urban contexts. Following this line of reasoning, rural teachers do not merely execute the guidelines and workbooks set out in official documents; they also act as cultural bridges and political agents who construct meanings around educational policy based on their classroom experiences. From this perspective, social representation theory is integrated with the role of rural teaching staff to understand the processes of appropriation, adjustment, and resistance that arise in teaching practice regarding public educational policies in rural settings. It should be noted that this paper stems from a process developed within the research framework of the Doctorate in Education at the Universidad Pedagógica Experimental Libertador Simón Bolívar in Venezuela. The findings highlight the need to move towards a territorial reconfiguration of public educational policy that recognizes the significance of the local territory and the voices of rural teachers in the planning, creation, implementation, and assessment of policies. This is a vital step towards achieving a more relevant and socially equitable rural education.