Identidad y procesos de formación desde el enfoque de las pedagogías críticas.

Abstract

Rural education in Colombia has been marked by deep inequalities compared to urban education, reflected in low coverage, retention, and educational quality. Factors such as geographic dispersion, lack of infrastructure, and limited institutional support have perpetuated social and educational exclusion in rural territories. This highlights the need to transform the way education in rural areas is conceived.

Rethinking rural education involves building contextualized, critical, and participatory approaches that recognize the realities, knowledge, and potential of farming communities. It is not about transferring urban models, but about strengthening a relevant form of education that promotes cultural identity, productive vocation, and community participation.

In this context, the Flexible Educational Model SETA (Educational System for Associative Work), promoted by the Educational Corporation for Integral Development (COREDI), represents an innovative alternative. Its purpose is to connect academic learning with collective work, youth leadership, and local development, fostering meaningful learning and productive projects that contribute to the sustainability of the territory.

The experience of the SETA model demonstrates its effectiveness in expanding educational opportunities, encouraging cooperation, and strengthening the sense of belonging. In this way, the school becomes a space for encounter and dialogue of knowledge where alternatives for a dignified life are built. In summary, the SETA model stands as a relevant and transformative pedagogical proposal for the integral development of rural Colombian communities.