Territorial study methodology in rural education in the municipality of Quinchía, Colombia

Abstract

Article product of doctoral thesis, which presents the rural educational territory of Quinchía, as an exercise to know the readings of the actors and elucidate the implications of these in the constitution of a system-body, symbolic-biotic
of the space meaning, shared and shared. built that emerges from the crossing and exchange of individual announcements (maps). The research is assumed from a complex position with elements of critical ethnography such as dialogue interviews,
situation surveys and situational workshop, with data triangulation being the technique of scientific rigor. Some results reveal the levels of reading and awareness, within the territorial domain, which are "mapped" elements of the educational territory
subjected to the individuality of the "subject" construct, while criticisms, from a positive entropic condition, deconstruct the symbolic contextcommunication of their educational culture. In the discussion and conclusions, the asymmetric link
between the operating forms of teachers, parents and students can be seen, which transforms schools and colleges into quasi-closed systems, isolated from the territory whose organizing principle responds to the curriculum and not to relationships. actorterritory, which configures the scenario as a timeless, unstable balanced control system whose instituted principles avoid and reject any emergency that may appear internally, normalizing exclusive ties.