Rural didactics, cultural identity, and territory: relationships and meanings from school actors in lorica, Córdoba

Abstract

This article aims to analyze the relationship between rural pedagogy, cultural identity, and territory based on the experiences of school stakeholders in the municipality of Lorica, Córdoba, in order to understand how these elements contribute to strengthening inclusive education in rural contexts. This study was developed using a qualitative approach with an interpretive or hermeneutic paradigm, focused on understanding the perceptions and experiences of teachers, students, and parents regarding the relationship between education, culture, and territory. Data collection involved semi-structured interviews, focus groups, and a review of institutional documents such as the Institutional Educational Project and pedagogical plans. Data analysis was conducted through a thematic categorization process that allowed for the identification of the main dimensions related to cultural identity, territory, and educational practices. The results show that educational stakeholders recognize diverse cultural expressions present in their environment, such as musical traditions, community festivals, agricultural practices, and knowledge transmitted through oral tradition. Each of these elements influences the construction of cultural identity and strengthens the sense of belonging to the territory. Furthermore, some pedagogical strategies that link the local environment with educational processes were identified; however, their incorporation into the institutional curriculum remains limited. It is concluded that the connection between rural pedagogy, cultural identity, and territory represents an opportunity to strengthen the relevance of education in rural contexts, promoting more inclusive, contextualized educational processes linked to the sociocultural realities of the communities.