Educational Trajectories in Rural Contexts: Strategies for Inclusion and Equity in Argentina, Brazil, and Chile. Insights for Colombia
This research article presents a comparative analysis of rural educational trajectories in Brazil, Argentina, and Chile, with the aim of identifying effective strategies for educational inclusion and equity that could be adapted to the Colombian context. Among the background issues, the persistence...
I tiakina i:
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| Hōputu: | Online |
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Instituto para la Investigación Educativa y el Desarrollo Pedagógico, IDEP
2025
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| Urunga tuihono: | https://revistas.idep.edu.co/index.php/educacion-y-ciudad/article/view/3353 |
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Kāore He Tūtohu, Me noho koe te mea tuatahi ki te tūtohu i tēnei pūkete!
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| _version_ | 1858041902368030720 |
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| author | Cano Sua, Miguel Arturo Artunduaga Lizcano, Flover |
| author_browse | Artunduaga Lizcano, Flover Cano Sua, Miguel Arturo |
| author_facet | Cano Sua, Miguel Arturo Artunduaga Lizcano, Flover |
| author_sort | Cano Sua, Miguel Arturo |
| collection | OJS- Educación y Ciudad |
| description | This research article presents a comparative analysis of rural educational trajectories in Brazil, Argentina, and Chile, with the aim of identifying effective strategies for educational inclusion and equity that could be adapted to the Colombian context. Among the background issues, the persistence of structural educational gaps in Latin America is highlighted, particularly in rural areas, as these affect the continuity and quality of learning processes. This study adopts a qualitative, descriptive-comparative approach focused on the document analysis of educational policies implemented in Brazil, Argentina, and Chile between 2010 and 2022. This work identifies effective strategies for educational inclusion and equity with potential for adaptation to the Colombian rural context, in order to establish strengthened and sustainable educational trajectories. The results show that these initiatives have helped to improve school retention, access to technological resources, and territorial equity in rural areas. In Brazil, conditional cash transfers significantly reduced school dropout rates; in Argentina, the distribution of devices and teacher training strengthened digital inclusion; and, in Chile, investment in infrastructure reduced disparities between urban and rural areas. As a conclusion, the contextualized adaptation of these strategies in Colombia could strengthen rural educational trajectories, provided that structural barriers are addressed with an approach centered on territorial equity, educational inclusion, and the recognition of cultural diversity. This study offers comparative evidence useful for designing more relevant, sustainable, and context-sensitive public policies for rural settings. |
| first_indexed | 2026-02-24T16:00:41Z |
| format | Online |
| id | oai:revistas.idep.edu.co:article-3353 |
| institution | IDEP |
| language | spa |
| last_indexed | 2026-02-24T16:00:41Z |
| publishDate | 2025 |
| publishDateRange | 2025 |
| publishDateSort | 2025 |
| publisher | Instituto para la Investigación Educativa y el Desarrollo Pedagógico, IDEP |
| publisherStr | Instituto para la Investigación Educativa y el Desarrollo Pedagógico, IDEP |
| record_format | ojs |
| spelling | oai:revistas.idep.edu.co:article-33532025-10-25T15:55:37Z Educational Trajectories in Rural Contexts: Strategies for Inclusion and Equity in Argentina, Brazil, and Chile. Insights for Colombia Trayectorias educativas en contextos rurales: estrategias de inclusión y equidad en Argentina, Brasil y Chile. Aportes para Colombia Cano Sua, Miguel Arturo Artunduaga Lizcano, Flover Equidad educativa inclusión zonas rurales reforma educativa trayectorias educativas Educational equity inclusion rural areas educational reform educational pathways This research article presents a comparative analysis of rural educational trajectories in Brazil, Argentina, and Chile, with the aim of identifying effective strategies for educational inclusion and equity that could be adapted to the Colombian context. Among the background issues, the persistence of structural educational gaps in Latin America is highlighted, particularly in rural areas, as these affect the continuity and quality of learning processes. This study adopts a qualitative, descriptive-comparative approach focused on the document analysis of educational policies implemented in Brazil, Argentina, and Chile between 2010 and 2022. This work identifies effective strategies for educational inclusion and equity with potential for adaptation to the Colombian rural context, in order to establish strengthened and sustainable educational trajectories. The results show that these initiatives have helped to improve school retention, access to technological resources, and territorial equity in rural areas. In Brazil, conditional cash transfers significantly reduced school dropout rates; in Argentina, the distribution of devices and teacher training strengthened digital inclusion; and, in Chile, investment in infrastructure reduced disparities between urban and rural areas. As a conclusion, the contextualized adaptation of these strategies in Colombia could strengthen rural educational trajectories, provided that structural barriers are addressed with an approach centered on territorial equity, educational inclusion, and the recognition of cultural diversity. This study offers comparative evidence useful for designing more relevant, sustainable, and context-sensitive public policies for rural settings. Este artículo de investigación analiza comparativamente las trayectorias educativas rurales en Brasil, Argentina y Chile, con el objetivo de identificar estrategias efectivas de inclusión y equidad educativa que puedan ser adaptadas al contexto colombiano. Entre los antecedentes se destaca la persistencia de brechas educativas estructurales en América Latina, particularmente en zonas rurales, que afectan la continuidad y calidad de los procesos formativos. Este estudio adopta un enfoque cualitativo de tipo descriptivo-comparativo, centrado en el análisis documental de políticas educativas implementadas en Brasil, Argentina y Chile entre 2010 y 2022. Se identifican estrategias efectivas de inclusión e igualdad educativa con potencial de adaptación al contexto rural colombiano para configurar trayectorias escolares fortalecidas y sostenibles. Los resultados muestran que estas iniciativas han contribuido a mejorar la retención escolar, el acceso a recursos tecnológicos y la equidad territorial en contextos rurales. En Brasil, la transferencia condicionada ha reducido significativamente la deserción escolar; en Argentina, la distribución de dispositivos y la capacitación docente han fortalecido la inclusión digital; y, en Chile, la inversión en infraestructura ha reducido disparidades entre zonas urbanas y rurales. Como conclusión, se plantea que la adaptación contextualizada de estas estrategias en Colombia puede fortalecer las trayectorias educativas rurales, siempre y cuando se aborden las barreras estructurales con un enfoque centrado en la equidad territorial, la inclusión educativa y el reconocimiento de la diversidad cultural. Este estudio aporta evidencia comparativa útil para el diseño de políticas públicas más pertinentes, sostenibles y sensibles a las realidades del ámbito rural. Instituto para la Investigación Educativa y el Desarrollo Pedagógico, IDEP 2025-07-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/xml https://revistas.idep.edu.co/index.php/educacion-y-ciudad/article/view/3353 10.36737/01230425.3353 Educación y Ciudad; No. 49 (2025): Educational trajectories (July-December); e3353 Educación y Ciudad; No. 49 (2025): Trayectorias educativas (julio-diciembre); e3353 Educación y Ciudad; Núm. 49 (2025): Trayectorias educativas (julio-diciembre); e3353 2357-6286 0123-0425 spa https://revistas.idep.edu.co/index.php/educacion-y-ciudad/article/view/3353/2530 https://revistas.idep.edu.co/index.php/educacion-y-ciudad/article/view/3353/2543 Derechos de autor 2025 Miguel Arturo Cano Sua https://creativecommons.org/licenses/by-nc-sa/4.0 |
| spellingShingle | Equidad educativa inclusión zonas rurales reforma educativa trayectorias educativas Educational equity inclusion rural areas educational reform educational pathways Cano Sua, Miguel Arturo Artunduaga Lizcano, Flover Educational Trajectories in Rural Contexts: Strategies for Inclusion and Equity in Argentina, Brazil, and Chile. Insights for Colombia |
| title | Educational Trajectories in Rural Contexts: Strategies for Inclusion and Equity in Argentina, Brazil, and Chile. Insights for Colombia |
| title_alt | Trayectorias educativas en contextos rurales: estrategias de inclusión y equidad en Argentina, Brasil y Chile. Aportes para Colombia |
| title_full | Educational Trajectories in Rural Contexts: Strategies for Inclusion and Equity in Argentina, Brazil, and Chile. Insights for Colombia |
| title_fullStr | Educational Trajectories in Rural Contexts: Strategies for Inclusion and Equity in Argentina, Brazil, and Chile. Insights for Colombia |
| title_full_unstemmed | Educational Trajectories in Rural Contexts: Strategies for Inclusion and Equity in Argentina, Brazil, and Chile. Insights for Colombia |
| title_short | Educational Trajectories in Rural Contexts: Strategies for Inclusion and Equity in Argentina, Brazil, and Chile. Insights for Colombia |
| title_sort | educational trajectories in rural contexts strategies for inclusion and equity in argentina brazil and chile insights for colombia |
| topic | Equidad educativa inclusión zonas rurales reforma educativa trayectorias educativas Educational equity inclusion rural areas educational reform educational pathways |
| topic_facet | Equidad educativa inclusión zonas rurales reforma educativa trayectorias educativas Educational equity inclusion rural areas educational reform educational pathways |
| url | https://revistas.idep.edu.co/index.php/educacion-y-ciudad/article/view/3353 |
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