The historical necessity of Rural Education

Abstract

Inequality structures in Latin America and its colonialist origins affected the region’s poverty conditions. Slavery and usurpation of great extensions of land conformed the core equation of inequality and a new economic, cultural, and political new relation in the colonial context with echoes in the present. Regarding the rural poverty origins, indigenous people, even with access to land, they were rural workers, and there lies the foundation of rural poverty. Inequalities are not only about social classes but territorial. Hence, the educational opportunities universe must find a balance and equanimity in the city and countryside to improve conditions by enhancing skills and successfully taking advantage of the surrounding resources. Contextualized rural education with identity and integration processes, which strengthens skills in rural territories and values to interlace the community and rural territories is vital to overcome these conditions. The paradigm must be a non-scholarized,biocentric, community, and popular education that creates meaningful transformation in the rural reality.