Abstract

HERNANDEZ HERRERA, María Teresa  and  ESPARZA URZUA, Gustavo Adolfo. The quality of education in rural areas from the perspective of public policies. Sophia [online]. 2022, n.32, pp.171-193. ISSN 1390-8626.  https://doi.org/10.17163/soph.n32.2022.05.

The objective of this article is to deepen the concept of educational quality in the reality of the Mexican Educational System. As a problem, it assumes the asymmetry of results and realities experienced in the rural and urban context to question whether there is a common criterion on ‘educational quality’. The concept of educational quality is explored in the face of the federal norms that protect the right to education. On the other hand, it explains the conceptual change that has occurred in the conception of rurality, becoming increasingly diverse. A specific section describes the Community School Model, which educationally serves dispersed and underpopulated communities in Mexico. Methodologically, a hermeneutic reflection of three sources is proposed: the concept of education, the wording of Article 3 of the Mexican Constitution with its various changes and description of the rural educational environment in that period, and the Multigrade Schools promoted by CONAFE as the system that reaches those territories. It is concluded that educational quality is delimited by the Political Constitution of the United Mexican States and the conditions in which it is developed, the above framed by the following factors: (i) the dignification of the person, (ii) the legal terms described in Art. 3, (iii) contextualized in the geographical reality of the student.

Keywords : State and education; right to education; educational policy; quality of education; relevance of education; educational efficiency.

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