Construcción de educación del campo, apuestas político- pedagógicas de los educadores de inzá-cauca

Abstract

The contents we intend to outline here refer to Rural Education, teaching subjectivity and pedagogical experiences, categories of analysis built from theoretical and experiential elements from the pedagogical bets in rural areas by educators and the community of Inzá, as a contrast to the ideologies that consider the school as a space outside the context, ignoring its social role and its direct relationship with the initiatives of transformation. In order to talk about this, we put into dialogue these elements with reflections from Latin American organizational processes, as well as from academics who have reflected on the elements of these categories, which we consider give meaning to rural education as a possibility of organizational processes in the rural territory, particularly in the municipality of Inzá- Cauca.   We recognize the educators from Inzá as political actors who build initiatives that promote and strengthen knowledge, links and local contexts in their territory as a commitment to education in the countryside. We consider it necessary to revalue the understanding of the possibility and potential of scenarios in which educators configure other alternative pedagogical and community experiences, oriented not only to spaces of knowledge construction from an academic order, but from organizational-political processes that are developed around proposals linked to education. We will outline the elements of analysis of these categories and the relationship that can be established between them, in order to take up again the main ideas that make up a proposal for Rural Education as a political and educational scenario where alternatives are developed in rural areas.