Approach to the educational reality in schools in the Venezuelan rural sector

Abstract

The essay specifies some elements present in the educational reality of the schools of the Venezuelan rural sector: the heterogeneous constitution of the groups in the classroom, the curricular decontextualization, the fragmentation and disconnection of the taught contents, the teaching performance in rural areas and their training. The objective of the essay is to show what is the reality of the teaching and learning process in the rural sector, and how it should be obeying the particularities of the context, to achieve the integral formation of students and favor the roots and social relevance - cultural of its inhabitants. In this sense, it is necessary to speak of pedagogical renewal in rural schools, characterized by a special process, whose interest is centered on the needs of the students; it is about incorporating in the classroom, school, family and community all those fundamental factors to develop a curriculum framed in a quality education. Therefore, teaching in schools in the rural sector must respond to a humanistic act integrating the reality of each student with the purpose of education, which leads to the free and independent formation of each being.