Some considerations regarding social imaginaries in rural schools. Comparative studies in Colombia, Mexico and Cuba

Abstract

Introduction: The study of social imaginaries has become a transcendental task that requires constant updating and contextualization to achieve better results in rural institutions and schools. Therefore, the Research Project "Imaginaries and Practices of Rural Children. Comparative Studies in Colombia, Cuba and Mexico", sponsored by the Agrarian University of Bogotá, Colombia; the State Telesecundaria System in the State of Durango, Mexico and the University of Oriente, Cuba, offers the results obtained in the general and comprehensive education of children, adolescents and young people, from the exploration of social imaginaries, which will not only exert influences through educational, moral and ethical practices in them, but also in families and the community. Materials and methods: This research explains the results obtained, while demonstrating their need for the development of social imaginaries that influence educational practices in rural institutions and schools in these countries, through a comparative approach, the study identifies similarities and differences in the perceptions and expectations of teachers, students and communities about rural education, during the period 2022 to 2024. In it, action research, participant observation and focus groups were used, through the use of different theoretical, empirical and statistical-mathematical methods, such as the Atlas Ti and Voyand tools, which yielded the interpretation of the results to establish that the social imaginaries about rural schools are shaped by historical, cultural and socioeconomic factors. Results: This research allowed us to confirm that the process and development of social imaginaries in the three countries show a tendency to perceive rural institutions and schools as spaces of disadvantage and deprivation. Discussion: However, significant barriers were identified regarding alternative imaginaries that value the potential to promote inclusion, equity, and the intensity of experiences and traditions in rural institutions and schools through educational practices. This limits the implementation of more equitable and inclusive learning environments for students in rural areas. Conclusions: The theoretical and practical shortcomings identified by the Research Project on Social Imaginaries in the institutions selected in the sample lead to the need to consolidate the impact of the knowledge created and its implementation in the different educational contexts in rural communities, in line with the transformations in each area, region or country, with an emphasis on the training of future generations.