COMPARATIVE ANALYSIS OF PUBLIC CURRICULAR POLICY IN RURAL EDUCATION IN CHILE AND COLOMBIA: AN APPROACH TOWARD A DECOLONIAL CURRICULAR PEDAGOGY

Abstract

Rural education shows the highest levels of social and educational inequity, particularly within the Latin American context. This article presents a comparative analysis of the public curricular policy in rural education in Chile and Colombia through a documentary analysis covering the period from 1994 to 2021, which describes and examines the transformations in educational policy within the rural education context of both countries. The findings indicate the need to contextualize the educational policies of these two countries from a decolonial perspective on curricular policy, involving a transformation of the paradigm and conception of rurality, the empowerment of rural populations and teachers in shaping the rural educational model, and the integration and appreciation of rural identity and territory within the national curricular frameworks.