Hacia una transformación de la educación científica para el sector rural en Chile: Algunas reflexiones desde el papel del docente

The traditional, hegemonic, and instrumentalist approach to science education imposed for decades must be transformed by a new vision of science education for the rural sector. This essay seeks to contribute some elements to the analysis of science education in rural conditions in Chile. It focuses on the premise that the construction of scientific knowledge in rural students must be viewed from a special perspective. For quality science education to occur in these contexts, it is necessary to focus on developing multiple pedagogical plans and strategies that enable the articulation and interaction of knowledge. From this perspective, the importance of ongoing training for practicing rural science teachers is highlighted, as well as the transformation of school practices through the mention of two cases of rural schools located in northern Chile that managed to transform their vision of science.