RURAL EDUCATION IN VENEZUELA. BACKGROUND, CONTEXT AND POSSIBILITIES OF PEDAGOGICAL RECONFIGURATION

Abstract

The present contribution critically reviews some milestones of the historical development of rural education in Venezuela and explores the foundations on which it could reconfigure its pedagogical praxis in the current context of the country. To do this, the most significant aspects in the tension over land tenure, the derived policies and legislations, as well as the educational policies in force for those moments, are emphasized within the framework of the transition from agrarian Venezuela to oil; the impacts of accelerated urbanism and, in parallel, the disarticulation and impoverishment of the rural world. This study was based on the documentary and bibliographic analysis with a qualitative bias, on the systematization of information that contributed in the construction of this contribution. The study is part of the research line aimed at strengthening the pedagogical perspective that accompanies the transforming peasant subject, in a convulsive time of anti–imperialist resistance-offensive, proposing some general lines on the horizons for the development of rural education in Venezuela.