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The aim of this paper is to document a research project that was carried out in a rural indigenous school in Yucatan. The purpose of this study was to analyze from a critical perspective the school experiences in an indigenous rural school and the contribution of these for the intercultural education of children. The role of the school has been questioned; if attending school makes a difference in their lives or contributes to maintaining the conditions they live. Ethnographic design was followed. It framed the data recollection in three different interaction arenas and its key players: One teacher, parents and children. Results show that education policies are neoliberal framed. It maintains and reproduces exclusion structures to indigenous rural populations. Education policies, economic and social forces pressure the life of educational key player's and impacts them. [ABSTRACT FROM AUTHOR]

This article offers an ethnographic approach to the dimensions of diversity in a multigrade group and its implications for teaching the social dimension, linked to rural territory and its problematic, the emotional dimension, based on pedagogical sensitivity and tact, and the pegagogical dimension related to the organization of the group and differentiated activities in the classroom. The work is based on a case study carried out in a single elementary or unidocent school, attended by children who cover all grade levels, located in a rural region of Mexico. The analysis of situations and events in the classroom supports the argument about the meaning of working whit diversity in multigrade groups. [ABSTRACT FROM AUTHOR]

Using the New Rurality approach as conceptual framework, this paper analized the participative and deliberative process of developing a Proyecto Educativo Institucional (PEI) (Institutional Educative Plan) in a rural school in Tranapuente, Southern Chile. This research uses a qualitative design to study the relation between the school of Tranapuente and the rural communities where the school is located, describing the products of the process: Mission and vision of the school, main curricular areas (diversity, intercultural, relation school community and participative management of the schools). Finally, this paper analyzes how these products are conditions to rebuild the purpose and meanings of the school with the final purpose of improve curriculum and intercultural learning of the students. [ABSTRACT FROM AUTHOR]

The purpose of this article is to present results of a research whose main objective is to find out the representations the teachers have about the education policy that fosters associativity of rural schools to microcenters. The methodology used is qualitative and the deep interview technique is used for collecting information. The persons interviewed are teachers working in a district of Itata Valley, Ñuble Province, Chile. One of the outstanding results is the existence of a representation produced by the back of conformity concerning the present operation of the Microcenter. This representation is constructed on the basis of the semantic present-past axis. From the interviewees' point of view in the past time it is outstanding the primigenious spirit of the initiative which puts the emphasis on activities oriented to the pedagogic reflection and the exchange of successful experiences as the main foundation for the didactic transposition. On the other hand, when referring to the present they state that the operation of the Microcenter is restricted to a group of measures of technical nature whose purpose is the planning for achieving the goals proposed by the Ministry. [ABSTRACT FROM AUTHOR]

This multiple case study analyzes the benefits that the youth in rural marginalized communities of Oaxaca expect to obtain from a high school diploma. The findings show that graduating from high school was a step toward graduation from a higher education institution. Also, students interviewed thought that high school completion would allow them not to work as peasants. Unfortunately, the benefits students expect to obtain are hardly achievable. The findings from this research are analyzed through a theoretical lens containing two theories. First, we use the theories of social reproduction proposed by Pierre Bourdieu to understand the limited benefits of cultural capital (in the form of a school degree) in a context of marginalization. Then, we analyze findings for indigenous students through internal colonialism. Both theories shed light on why students highly value education: it is perceived to be associated with economic and social benefits. However, such association does not hold in reality. [ABSTRACT FROM AUTHOR]

El artículo se enfoca en el desarrollo de la educación rural en Cuba y las razones que contribuyen a los resultados de las pruebas internacionales, las cuales indican que no hay diferencias significativas en los logros educativos entre los estudiantes de los lugares urbanos y rurales. Los factores incluyen las funciones claras y jerarquizadas en el sistema educativo cubano, la buena preparación docente y el currículo integral que fomenta el desarrollo de las actividades artísticas y deportivas.

El artículo presenta una entrevista con el profesor estadounidense Michael W. Apple. Comenta sobre el estado de la educación en México y en América Latina y sus esperanzas para su futuro. Describe la importancia de enfocarse en la educación pública, la educación en las regiones rurales y la relación entre la educación y la política.