Currículo emergente: oportunidades de cambio para la nueva ruralidad
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Fecha
2025
Autores
Guerra Monterroza, Tatiana
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Editor
Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
Esta tesis doctoral aborda el desafío de adaptar la educación a contextos rurales
dispersos, con especial atención al Centro Educativo Guáimaro, ubicado en Sahagún,
Córdoba. Esta investigación surge de la necesidad de reducir las brechas educativas
entre zonas rurales y urbanas, fortaleciendo la calidad y pertinencia de la educación
básica primaria en dichos territorios. El problema central radica en la desarticulación
curricular, que desconoce las necesidades específicas y el contexto sociocultural de las
comunidades rurales, perpetuando desigualdades y limitando el desarrollo integral de
los estudiantes.
El estado actual del debate sobre educación rural subraya la urgencia de diseñar
un currículo contextualizado que incorpore saberes tradicionales y atienda las
particularidades socioeconómicas locales. En este sentido, el marco teórico se
fundamenta en el paradigma sociocrítico, orientado a la transformación social y
educativa mediante la reflexión crítica y la acción participativa. Este enfoque posibilita
analizar y reconfigurar el currículo para hacerlo más inclusivo y pertinente en relación
con la realidad rural.
Los objetivos de la investigación comprenden: identificar los principios
epistemológicos que sustentan un currículo emergente, caracterizar las necesidades
educativas emergentes y diseñar una propuesta curricular adaptada a las nuevas
dinámicas de la ruralidad.
La metodología adoptada es de carácter cualitativo, sustentada en la
Investigación-Acción Educativa (IAE). Para la recolección y análisis de la información
se emplearán técnicas como la observación participante, entrevistas en profundidad,
revisión documental y grupos focales. La validez y confiabilidad de los instrumentos se
garantizarán mediante la revisión de expertos y el uso de guiones estandarizados. Se
prevé que los resultados de este estudio contribuyan de manera significativa a mejorar
la calidad educativa en contextos rurales, fomentando la inclusión y promoviendo
prácticas pedagógicas adaptadas a las necesidades y potencialidades locales.
This doctoral thesis addresses the challenge of adapting education to dispersed rural contexts, with a specific focus on the Guáimaro Educational Center, located in Sahagún, Córdoba. This research arises from the need to reduce educational gaps between rural and urban areas, strengthening the quality and relevance of primary education in these territories. The central problem lies in curricular disarticulation, which overlooks the specific needs and sociocultural context of rural communities, thereby perpetuating inequalities and limiting the comprehensive development of students. The current state of the debate on rural education underscores the urgency of designing a contextualized curriculum that incorporates traditional knowledge and addresses local socio-economic specificities. In this regard, the theoretical framework is grounded in the socio-critical paradigm, aimed at social and educational transformation through critical reflection and participatory action. This approach makes it possible to analyze and reconfigure the curriculum to make it more inclusive and relevant to rural realities. The research objectives include identifying the epistemological principles underpinning an emergent curriculum, characterizing emerging educational needs, and designing a curricular proposal adapted to the new dynamics of rurality. The study adopts a qualitative methodology based on Educational Action Research (EAR). Data collection and analysis will employ techniques such as participant observation, in-depth interviews, documentary review, and focus groups. The validity and reliability of the instruments will be ensured through expert review and the use of standardized scripts. The findings of this study are expected to make a significant contribution to improving educational quality in rural contexts, fostering inclusion, and promoting pedagogical practices adapted to local needs and potentialities.
This doctoral thesis addresses the challenge of adapting education to dispersed rural contexts, with a specific focus on the Guáimaro Educational Center, located in Sahagún, Córdoba. This research arises from the need to reduce educational gaps between rural and urban areas, strengthening the quality and relevance of primary education in these territories. The central problem lies in curricular disarticulation, which overlooks the specific needs and sociocultural context of rural communities, thereby perpetuating inequalities and limiting the comprehensive development of students. The current state of the debate on rural education underscores the urgency of designing a contextualized curriculum that incorporates traditional knowledge and addresses local socio-economic specificities. In this regard, the theoretical framework is grounded in the socio-critical paradigm, aimed at social and educational transformation through critical reflection and participatory action. This approach makes it possible to analyze and reconfigure the curriculum to make it more inclusive and relevant to rural realities. The research objectives include identifying the epistemological principles underpinning an emergent curriculum, characterizing emerging educational needs, and designing a curricular proposal adapted to the new dynamics of rurality. The study adopts a qualitative methodology based on Educational Action Research (EAR). Data collection and analysis will employ techniques such as participant observation, in-depth interviews, documentary review, and focus groups. The validity and reliability of the instruments will be ensured through expert review and the use of standardized scripts. The findings of this study are expected to make a significant contribution to improving educational quality in rural contexts, fostering inclusion, and promoting pedagogical practices adapted to local needs and potentialities.
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Palabras clave
Educación rural, Currículo emergente, Nueva ruralidad
