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Graduate Schools in Rural Chile: A Historical-Curricular Approach

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No. 9 (2022): July-December 2022
https://doi.org/10.5354/2452-5014.2022.67538

Abstract

The purpose of this essay is to present a historical and curricular approach to graduate schools in rural Chile, understanding them as rural primary education centers very similar to urban ones, although also very peculiar. It is necessary to look at the political and socio-geographical context in which rural graduate schools are forged, to be able to know the needs they have had to overcome over time and to analyse and understand the territorial and curricular implementation peculiarities that characterize them. Likewise, to allow some reflections that motivate the study of these educational centres, especially in the last stated aspect. The approach considers some transcendental milestones in matters of urban and rural education, that is, national events that occurred in different moments of the XIX, XX and XXI centuries. Through the review of scientific and normative documents, the emergence, the qualities, and some curricular challenges of this type of school are put into perspective; challenges that, by the way, are still in force.

Keywords:

urban school, rural school, rural graduate school, multigrade school, national curriculum, school instruction

Author Biography

Luis Alan Jiménez-Cruces, Universidad Austral de Chile

Master's student in Education, mention Educational Policies and Management, Universidad Austral, Valdivia, Chile; Bachelor in Education, University of Magallanes, Punta Arenas, Chile.

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How to Cite
Jiménez-Cruces, L. A. . (2022). Graduate Schools in Rural Chile: A Historical-Curricular Approach. Revista Saberes Educativos, (9), 122–137. https://doi.org/10.5354/2452-5014.2022.67538
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Revista Saberes Educativos
Facultad de Filosofía y Humanidades
Universidad de Chile
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