La Nueva Escuela en el Contexto de la Pedagogía Rural
Corporación Universitaria Minuto de Dios - UNIMINUTO
Esta monografía analiza la pertinencia y los desafíos del modelo Escuela Nueva en contextos de pedagogía rural. Parte del problema de que aunque este modelo ha sido reconocido por su enfoque participativo y centrado en el estudiante, su implementación en zonas rurales enfrenta barreras estructurales, pedagógicas y culturales que limitan su alcance.
El objetivo principal fue comprender cómo ha influido la Escuela Nueva en la educación del campo y qué tensiones emergen en su aplicación, considerando tanto los fundamentos teóricos como las prácticas observadas en experiencias reales.
La metodología utilizada fue de tipo cualitativo-documental, basada en la revisión de más de 50 fuentes académicas recientes, incluyendo artículos científicos, tesis y documentos oficiales. A través del análisis de categorías deductivas e inductivas, se identificaron elementos clave del modelo, como la flexibilidad curricular, el aprendizaje activo, la participación comunitaria y el
papel del docente como mediador.
Entre los resultados se destaca que la Escuela Nueva ofrece herramientas valiosas para la educación rural, pero su éxito depende de factores como la formación docente, la infraestructura, el vínculo con la comunidad y el reconocimiento de los saberes locales. Las conclusiones señalan que, si bien el modelo es teóricamente sólido, requiere adaptaciones constantes y apoyo institucional para responder verdaderamente a las realidades del campo.
This monograph analyzes the relevance and challenges of the “Escuela Nueva” model in rural pedagogy. It starts from the problem that, although this model has been recognized for its participatory and student-centered approach, its implementation in rural areas faces structural, pedagogical, and cultural barriers that limit its reach. The main objective was to understand how Escuela Nueva has influenced education in rural areas and what tensions emerge in its application, considering both its theoretical foundations and the practices observed in real experiences. The methodology used was qualitative-documentary, based on the review of more than 50 recent academic sources, including scientific articles, theses, and official documents. Through the analysis of deductive and inductive categories, key elements of the model were identified, such as curriculum flexibility, active learning, community participation, and the teacher's role as mediator. Among the results, it is highlighted that Escuela Nueva offers valuable tools for rural education, but its success depends on factors such as teacher training, infrastructure, community involvement, and the recognition of local knowledge. The conclusions indicate that, although the model is theoretically sound, it requires constant adaptations and institutional support to truly respond to the realities of the countryside
This monograph analyzes the relevance and challenges of the “Escuela Nueva” model in rural pedagogy. It starts from the problem that, although this model has been recognized for its participatory and student-centered approach, its implementation in rural areas faces structural, pedagogical, and cultural barriers that limit its reach. The main objective was to understand how Escuela Nueva has influenced education in rural areas and what tensions emerge in its application, considering both its theoretical foundations and the practices observed in real experiences. The methodology used was qualitative-documentary, based on the review of more than 50 recent academic sources, including scientific articles, theses, and official documents. Through the analysis of deductive and inductive categories, key elements of the model were identified, such as curriculum flexibility, active learning, community participation, and the teacher's role as mediator. Among the results, it is highlighted that Escuela Nueva offers valuable tools for rural education, but its success depends on factors such as teacher training, infrastructure, community involvement, and the recognition of local knowledge. The conclusions indicate that, although the model is theoretically sound, it requires constant adaptations and institutional support to truly respond to the realities of the countryside
Comprender cómo ha influido la Escuela Nueva en la educación del campo y qué tensiones emergen en su aplicación
Mojica Conde G. y Lázaro Jaimes M. (2025). La Nueva Escuela en el Contexto de la Pedagogía Rural. [Monografía , Corporación Universitaria Minuto de Dios - UNIMINUTO]. Repositorio UNIMINUTO.