Between theory and practice: the role of didactic models in rural learning

Abstract

This document was produced through a literature review, which examines the role of teaching in rural Colombian environments, considering the structural challenges and potentialities that result from the interaction of the educational community in these contexts. The contributions of prominent academics who have carried out work on this important topic in the education sector were taken into account. It analyzes transcendental elements such as teaching configurations; reflective and situated pedagogical practices, especially those that respond to the needs of the environment; the implementation of teaching models such as the new school in the Colombian rural sector, whose purpose is to achieve meaningful learning; project-based learning; multigrade proposals; collaborative experiences that promote more flexible and innovative teaching methods that are closely tailored to the country's provincial sector. However, there are a number of significant challenges facing teaching in rural schools: the digital divide, limited teacher training, and the curriculum imposed by urban areas are all major challenges. On the teaching side, teachers must face their didactic role in teaching by making decisions between theory and practice. This situation opens the door to innovative proposals aimed at strengthening rural educational processes.