Towards a comprehensive methodology of "the rural".

Readings from the educational field

Abstract

When developing public policies -especially educational ones- for a particular territory, it is imperative to know its socio-cultural, economic-productive and geographic –among others- characteristics. In our scenario, rural areas in the province of Salta, this knowledge has an intrinsic value since it will facilitate the identification of conditions and practices that could favor or hinder the process of designing and executing strategies for secondary school implementation. As a starting condition, it is necessary to problematize the concept of "rurality", focusing on some current debates which have given rise to new analytical categories. At the same time, it is considered that its problematization must outline a set of topics that promote the understanding of rural contexts according to their specificity and particularity. This paper presents some provisional results of the analysis carried out in three distinct geographical zones of the province of Salta. It is expected that the realities addressed will provide empirical information to rethink and re-conceptualize, in a dialectical process, well-established or new theories.