Medio Siglo de Educación en Colombia (1950 -2015)

Abstract

Rural Education in Colombia has been an object of study that has been little developed within the educational landscape, this is contrasted with the extensive production of work and research on education in other contexts or levels, such as the case of urban education. or higher education respectively; However, some of these studies of rural education have passed over some knowledge that is produced by rural individuals and, later, taken for themselves by external agents. This thesis accepted the challenges of doing a new reading on the question of rural education considering aspects from which a study should be established that ensures a research perspective with which to address the problematization of rural education in Colombia and their common places are questioned, their methods and ways of intervening in the rural population are questioned. Likewise, the meticulous investigation or tracking of the discursive and non-discursive practices that have predetermined and configured what is accepted as rural education is allowed, thus creating a set of statements that allow describing other factors or forces that shape and predetermine it. It should be noted that this thesis is pertinent within the line of investigation of Political Human Rights and Citizenship. The aspects of evidencing peasant knowledge, their bets for the recognition of their rights, their relationship with the land are ways of building citizenship, therefore, the subjects of the countryside are political individuals and at the same time rights that have been veiled. , by policies that are common to urban contexts and that are unaware of traditions and ways of life. Therefore, the implementation of this investigation required methodologically to make a tireless investigation in the so-called documentary field, which is an arduous inspection of primary sources of the study period and other historical documents that allow to shed light on what has been said in this regard. of rural education between the mid-twentieth century and the year 2015. With the aim of investigating when some things start, when the hooks occur, when the idealizations on rural education have occurred.