RESEARCH TRENDS ON PEDAGOGICAL PRACTICES IN RURAL EDUCATION FOR THE CONSTRUCTION OF THE SCHOOL WITH CONTEXTUAL RELEVANCE

Abstract

Comprehensive and contextual training in the educational field refers to an education that not only focuses on the transmission of academic knowledge, but seeks to develop in students skills, values and attitudes that serve them in their daily and future lives. In other words, instead of learning only theory, students are expected to understand how that knowledge is applied and relates to the world around them. Taking into account the above, the objective of this article is to analyze the different research trends around the research trends on pedagogical practices in rural education for the construction of the school with contextual relevance. The process is based on the sociocritical paradigm and qualitative documentary analysis. It was concluded that the analyzed research highlights the importance of adapted and relevant pedagogical practices in basic education, emphasizing that evaluation should not simply be a measurement instrument, but should act as a didactic guide. Education in rural areas must be considered from a holistic perspective, where assessments, academic content, and teaching methodologies are interconnected and aligned with the reality and needs of students. Rural schools, in particular, play a central role in their communities not only as educational centres, but also as custodians of local culture and tradition. However, they face specific challenges, such as integrating technologies and adapting to rapid changes in sectors such as agriculture.