Knowledge ruralization: epistemic challenges in the rural school. The Puerto Quinchana Case

Abstract

This article presents the theoretical and practical elements of a pedagogical experience denominated Ruralization of knowledge implemented in the educational institution “Puerto Quinchana” located in the municipality of San Agustín (Huila, Colombia). The thesis of the proposal consists of connecting the circumstantial context where the educational community lives with the state pedagogical dispositions, situating it as an input for the development of situated competences. Ruralization would operate as a way of contextualization of knowing and making the being of the subject, in this case, of the student and the teacher, to be the architect of himself, which is only possible within these relationships and not outside of it (being).