Education in rural Mexico and the self-management approach

Abstract

This paper analyzes the socio-educational approach of self-management, actors and the configuration of educational processes in basic education in rural areas in forty-five communities in four municipalities: Ocotepec, Cuyoaco, Ixtacamaxtitlán and Zautla, in the state of Puebla. The historical-conceptual framework addresses the ethicity of the educational act and the historicity of basic education in rural areas. The conceptual and methodological difference between educational management and self-management is established, based on the natural environment and the social context of the rural environment. Self-managed education in the studied area encompasses the educational development at the levels of community preschool, community primary and secondary with multi-office. It is argued that the self-management of basic education is determined by the level of contribution, dialogue and coordination of the social actors involved in the educational processes. It is concluded that teachers, parents and community authorities are assumed to be active actors in basic education, which through dialogue and sustained recognition reconfigure the understanding and practice of community rural education.