TEACHING PRACTICE IN CENTERS OF INTEREST FOR INTEGRAL TRAINING IN RURAL CONTEXTS

Abstract

Teaching practices in centers of interest are configured as an innovative pedagogical strategy that significantly contributes to strengthening holistic education in rural contexts by fostering contextualized, participatory learning processes centered on human development. This scientific essay aims to analyze the role of teaching practices in centers of interest as a central axis for meaningful learning experiences that promote the integration of the school, the community, and the territory. Methodologically, the study is based on a qualitative, documentary approach, supported by the critical review and reflective analysis of theoretical sources related to rural education, holistic education, critical pedagogy, and innovative pedagogical practices. The results demonstrate that centers of interest benefit curricular contextualization and harmonization, strengthen active student participation, and enhance the development of cognitive, socio-emotional, civic, and community competencies. In this way, it is identified that teaching practice plays a fundamental role in consolidating inclusive, interdisciplinary, and relevant learning environments that are capable of responding to the needs and characteristics of rural areas. It is concluded that centers of interest become a pedagogical alternative of great importance for the transformation of rural education, by promoting the redefinition of the curriculum and strengthening the links between the school and the community for the construction of processes oriented toward the holistic development of students.