Configuraciones en la pedagogía ruralista latinoamericana.

El movimiento pedagógico ruralista en Uruguay y sus conexiones con la educación rural mexicana (1930 y 1960)

Abstract

The questions about how rural pedagogy was configured in Uruguay and what was the role that in this configuration played the interconnections established by Uruguayan teachers with the Mexican rural education projects between 1930 and 1960, guide this research and justify the choice of the connected stories methodology. The reconstruction of the trajectories of Uruguayan teachers who are referents of this pedagogical movement is a strategy that will allow us to identify these interconnections and investigate the appropriations and reconfigurations that they carried out based on them.

Through the methodology of connected stories, it is intended to identify interconnections between pedagogical movements in Mexico and Uruguay, focusing on the educational conceptions and experiences developed during the post-revolutionary period in Mexico (1920-1940), which Uruguayan teachers took as contributions to create a new pedagogy in their country. The advances achieved so far indicate that there are traces of these interconnections in concrete experiences of rural education (1940 and 1950), and also, in conceptualizations about the role of the rural teacher as agent of community organization, the vision of the “school as the House of the People” and the “productive school”.