RURAL SCHOOLS: CHANGES AND PERMANENCE IN A HUNDRED AND FIFTY YEARS

Abstract

In Entre Rios, the organisation of the subsystem of rural schools in the 19th Century is linked to the educational policies of the agricultural colonies. Since then, rural education has occupied an important place in the province even though it might not have been on a par with the place occupied by the urban population. This article focuses on the transformations that have taken place in the rural schools of Entre Rios since inception to date, identifying continuity and ruptures in its rules as well as academic practices. The methodological design articulates the objective and subjective dimensions of social relations linked to school spaces. Thus, a part of the study is based on secondary documental sources; a process that combines interviews and observations from an anthropological viewpoint. The unit of research analysis constitutes material from rural primary schools of the two districts of Diamante. Even though, in almost one and a half century, there has been an advancement of educative services in rural zones, there are persistent disadvantages with regard to the guarantee of accessibility to these institutions for students and teachers. Educative reforms have strengthened the criteria and strategies of previous decades while giving them new names.