El concepto de educación rural en documentos de política pública educativa rural en Colombia, en el periodo de firma del Acuerdo final de paz entre el Estado y las Farc, hasta su implementación en 2019: reflexiones respecto a la enseñanza de las ciencias naturales y la educación Ambiental

Abstract

This research proposal revolved around the following question: How is the concept of education characterized in the existing documents of rural educational public policy in Colombia at the historical moment of the peace agreement between the State and the Farc-ep, which may derive in reflections regarding the teaching of natural sciences and environmental education? Thus, to address this problem, two Ten-Year National Education Plans, three sectoral education plans, two guideline documents for rural education from the Ministry of National Education and the Special Rural Education Plan. Towards rural development and peacebuilding. In total 8 documents published in the study period (2012-2019). The main conclusion of this research was that in public policy for rural education from 2012 to 2019 a developmental perspective prevails since Rural Education has been understood and addressed in this period of time of political transition (stage of dialogue, signing of Final Agreement and beginnings of implementation) with economic bases and purposes, thus prioritizing the need to modernize the field. In addition to this, it can be noted that an education in natural sciences and critical environmental education is non-existent as it does not relate sociocultural and contextual issues with socio-environmental problems at school, which reaffirms the importance of debating the relevance of teaching of natural sciences and environmental education to strengthen critical thinking about the reality of the country and the opportunities that exist when linking the social role of scientific knowledge in the transformation of territories towards their defense and conservation.