Políticas Públicas de Educación Rural y Desarrollo territorial:  Una Revisión Sistemática de la Literatura (2012-2023).

Laura Katherine Suárez Caro; Aureliano Camacho Bonilla

doi:10.17533/udea.boan.v38n65a2

Authors

Laura Katherine Suárez Caro Universidad Antonio Nariño https://orcid.org/0000-0001-6619-3237
Aureliano Camacho Bonilla Universidad Antonio Nariño https://orcid.org/0000-0002-7692-4475

DOI:

https://doi.org/10.17533/udea.boan.v38n65a2

Keywords:

education, Development, Politics

Abstract

A systematic review of articles published in Scopus between 2012 and 2023 was conducted to identify the academic discussions on government policies for rural education and territorial development. Research has increased in recent years and mainly applies qualitative methodology. The debates revolve around the challenges of rural education and the results of the implementation of these public policies. Three trends were identified from which rural education and development are approached: incorporation of the SDGs in pedagogical practices, rural productive initiatives that generate knowledge, and reflections on rural education's impact on the territories' development. Finally, the relationship between rural education and communities and the use of Information and Communication Technologies (ICT) in rural educational contexts were analyzed.

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Author Biography

Aureliano Camacho Bonilla, Universidad Antonio Nariño

Phd. Urbanismo y ordenamiento del territorio. Paris Nanterre.

Mag. Territorio sociedades y desarrollo. EHESS.

Antropólogo. Universidad Nacional de Colombia.

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