A Complex and Intercultural thinking for Countryside Education

Abstract

Some studies that are simplified in schools in the educational field are based on a pedagogical ideal associated with technical rationality, which also has a thought, for using a model/standard of education centered on the reproduction of knowledge and teachings as Universal truths, linked to cultural matrices “Eurocentric”. Educational practices from this perspective are brought as marks of an authoritarian and colonizing pedagogy, insofar as they ignore and/or silence the knowledge and cultural experiences of these peoples. In this, the present study aims to contest the importance of complex and intercultural thinking in rural schools, through the debate on teaching practices and projects that are guided by the offer of a transformative education, which involves the context and the multidimensions of education. local community to the teaching-learning process of rural schools. From there, the methodology used involves a bibliographic review, developed from a reading, complementary interpretation and other publications on the subject.