Rural-centered pedagogical knowledge: construction through networks and resistance

Abstract

This essay examines the construction of rural-centric pedagogical knowledge as a legitimate form of epistemic production developed by rural teachers across Latin America. Through a critical analysis of the urban-centric educational model that has historically shaped policy and teacher training, the essay explores how this paradigm has produced epistemic exclusion and marginalized knowledge generated within rural territories. In contrast, the study shows that rural teachers create situated pedagogical knowledge rooted in multigrade classroom practice, dialogue with communities, and the critical reinterpretation of the national curricula. The text also highlights the role of rural teacher networks as spaces for resistance, collaboration, and collective knowledge production. From an ethical and political perspective, the essay argues that recognizing these forms of knowledge is essential to advancing epistemic justice and educational plurality. Finally, it is proposed that integrating rural-centric pedagogical knowledge into teacher training and educational policies is fundamental for building more democratic, territorially relevant, and culturally responsive educational models. The essay concludes by outlining lines of research related to teacher professional identity, the systematization of experiences, and the development of territorial pedagogies.