Curricular conceptions of the teachers of a school in the rural area of Santa Cruz de Lorica – Córdoba

Abstract

The research presented allows us to characterize the conceptions and practices of teachers in rural areas regarding the management of the natural science curriculum in Lorica, Córdoba. A qualitative exploratory methodology was employed through Cooperative Action Research with eleven rural teachers. Discourse analysis revealed a diversity of curricular approaches that included cognitive, traditional, constructivist, and socio-constructivist perspectives, which enriched educational methodologies by adapting to the specific needs of each student group. The findings showed that the complexity of the social, economic, geographical, and political context of the dispersed rural area, influenced by illegal armed groups, significantly determined teaching practices. It is concluded that adaptation to local needs, careful planning, and continuous reflection constitute key elements for improving the quality of teaching. Furthermore, the study recommends integrating elements from different curricular approaches to ensure coherence and educational equity, while maintaining the methodological richness that characterizes rural practices.