To look at the current situation of rural education
in Colombia, refers to broaching about the
problems that cross the educational issue in
these contexts. Some of them have to do with
aspects related to the access to the school,
school trajectories, the constructed learning and
the contrast between the same and the common
thing that inhabits the pedagogical proposals
on which the rural school is based. This article
addresses the concern about these situations in
order to uncover the consequences in terms of
social inequality that these problems bring with
them. In addition, the intention is to think about
interculturality as a pedagogical perspective that
allows us to face them, seeking to mitigate the
reproduction of social dynamics of subalternity,
denial, control, discrimination and other nuances
that are interwoven to give rise to a historical
inequality to the that rural populations in Colombia
have been subjected to.
