Resumo

NUNEZ, Jesús. Venezuelan rural education in the imaginary of teachers. Investigación y Postgrado [online]. 2011, vol.26, n.1, pp.91-128. ISSN 1316-0087.

The research aimed to unveil in teaching actors the processes related to the sociocultural pertinence of rural education from their social imaginary, in Tachira State education system (Venezuela). The study is part of the within post-positivist paradigm, assuming the qualitative methodology (hermeneutic-dialectic method) to approach reality. As a result of the reduction process and categorization of qualitative data, five (5) categories emerged: Vision of Rural Education, Rural Education Purpose, Educational Needs, Teacher Education and Curriculum for Rural Education. We determined a clear contrast between the policies of the State Teachers at implementing a “one size fits all” curriculum in rural schools in Venezuelan basic education regarding imaginary presence in rural teachers, who consider the need to design and implement a specific curriculum to rural education.

Palavras-chave : rural education; rural teachers; social imaginary.

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