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Rural education in Colombia, particularly in the twelve campuses of the Instituto del Oriente in Piedecuesta, faces significant challenges such as population dispersion, inadequate infrastructure, a lack of technology and teaching resources, and the need for an appropriate pedagogical curriculum. This article proposes a new contextualized curriculum design for rural schools operating under the Escuela Nueva model with multigrade classrooms, with the aim of strengthening curricular guidelines and improving educational quality in these areas far from urban centers. The methodology employed is qualitative hermeneutic, focused on understanding and interpreting pedagogical experiences in teaching practice. A participatory approach was adopted, involving teachers, students, and community leaders. The results suggest that curriculum articulation should focus on productive pedagogical projects (PPPs), integrating education with the region’s productive activities, which contributes to learning, competence development, and improved quality of life for the population, while fostering critical thinking. It is concluded that a contextualized curriculum is fundamental to educational success, as it overcomes the limitations of the standardized curriculum, which often lacks contextual relevance and can limit motivation and meaningful learning. A curricular design is proposed that integrates local knowledge, active methodologies, and community projects, thereby promoting inclusive, high-quality education with social equity.
Este obra está bajo una licencia de Creative Commons Reconocimiento-NoComercial-CompartirIgual 4.0 Internacional.
