Resumo

URBINA-CARDENAS, Jesús Ernesto; DIAZ-CAMARON, Julia Johanna  e  URBINA-GARCIA, Diamar Lucero. Social representations of students from the Catatumbo region on rural schooling. Prax. Saber [online]. 2022, vol.13, n.33, pp.1-16.  Epub 16-Fev-2023. ISSN 2216-0159.  https://doi.org/10.19053/22160159.v13.n33.2022.13132.

There are different points of view to analyze the new dynamics of rural education in Colombia. At least two of these perspectives are in conflict. They are useful as a framework to recognize the emerging representations on the school in contexts affected by the armed conflict and the growth of illicit crops. The first perspective insists on seeing education as a homogeneous system. This one focuses its interest on quality-understood in terms of indicators and results in international tests. The second one considers specific characteristics and reclaim the sociocultural practices that occur in the school-environment relationship. In this context, this article aims to: (a) recognize representations on the school of students from an educational center located in the Catatumbo region; (b) understand these representations from the school-context relationship; and (c) present the new meanings of the rural school as a dynamic agent in the territory. The processual approach of social representations is used with the support of the grounded theory and field work. The results show the school as a living entity, an oasis of peace open to the community for decision-making.

Palavras-chave : rural education; community development; community; community school.

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