La escuela rural en la dimensión territorial

Abstract

The rural school is a dynamic actor in the territorial dimension from several perspectives: as an active member of a territorial institutional system, as a receiving of identities and emotions, as a local social capital, and finally as a structuring element in the rural social construction territorial institutional system. As an active member of a territorial collective institutional system projects , individual and family practices marking symbolic limits of social representation and, concurrently, developing its own characteristic and inclusive social and educational place; as a receiver of identities and emotions, rural school projects family practices and with them, feelings, emotions and confusions that suppose making part, in fact, of a not much recognized territory; as local social capital, is able to give intelligent answers to the real educational needs of the territory, with capacity to respond to the diversity and heterogeneity of the natural environment; and as a structuring element of rural social construction, it can project a reflection of living in its community and its way to understand, sharing its natural growth process.

But the school is not always aware that it is a dynamic actor in that dimension; school can be isolated, despite the multiple actions and activities that are driven. And therefore, the multigrade classroom can suffer real difficulties at the time to implement didactical projects that facilitate that drive.

The school as an actor in rural territorial dimension should be treated as a socially alive matter.

http://dx.doi.org/10.15304/ie.24.1959