Revista Multidisciplinaria Perspectivas Investigativas
Multidisciplinary Journal Investigative Perspectives
Vol. 5(2), 11-21, 2025
https://doi.org/10.62574/rmpi.v5i2.316
11
Democratic coexistence in rural Colombian educational environments
Convivencia democrática en entornos educativos rurales colombianos
Erly Ana Fontalvo-Gómez
erlyfontalvo.est@umecit.edu.pa
Universidad Metropolitana de Educación Ciencia y Tecnología (UMECIT), Panama,
Panama, Province of Panama, Panama
https://orcid.org/0000-0003-3392-1941
ABSTRACT
Over the last few decades, the educational framework in rural regions of Colombia. The
research objective is to analyse democratic coexistence in rural Colombian educational
environments. Documentary methodology from 25 scientific articles. The scientific review
carried out shows that education in rural areas of Colombia is a comprehensive process that
transcends mere academic instruction. Likewise, the construction of democratic coexistence
goes hand in hand with the formation of citizenship, the strengthening of social ties and the
transformation of contexts historically marked by inequalities. The results indicate that
pedagogical practices adapted to local realities, the integration of traditional knowledge and the
active participation of the community are essential elements for generating spaces for dialogue
and collective construction.
Descriptors: social pedagogy; community education; community development. (Source:
UNESCO Thesaurus).
RESUMEN
A lo largo de las últimas décadas, el entramado educativo en las regiones rurales de Colombia.
Se plantea como objetivo de investigación analizar la convivencia democrática en entornos
educativos rurales colombianos. Metodología documental proveniente de 25 articulos
científicos. A partir de la revisión científica realizada se evidencia que la educación en las zonas
rurales de Colombia constituye un proceso integral que trasciende la mera instrucción
académica, así mismo, la construcción de una convivencia democrática va de la mano con la
formación de ciudadanía, el fortalecimiento de vínculos sociales y la transformación de
contextos históricamente marcados por desigualdades. Los resultados indican que las prácticas
pedagógicas adaptadas a las realidades locales, la integración de saberes tradicionales y la
participación activa de la comunidad son elementos esenciales para generar espacios de
diálogo y construcción colectiva.
Descriptores: pedagogía social; educación comunitaria; desarrollo comunitario. (Fuente:
Tesauro UNESCO).
Received: 07/01/2025. Revised: 01/02/2025. Approved: 7/02/2025. Published: 01/04/2025.
Review articles section
Revista Multidisciplinaria Perspectivas Investigativas
Multidisciplinary Journal Investigative Perspectives
Vol. 5(2), 11-21, 2025
Convivencia democrática en entornos educativos rurales colombianos
Democratic coexistence in rural Colombian educational environments
Erly Ana Fontalvo-Gómez
12
INTRODUCTION
Over the last few decades, the educational framework in rural regions of Colombia has been the
subject of analysis and reflection as it has been recognised that the educational processes in
these territories involve dimensions that go beyond mere academic instruction. This
phenomenon is revealed in the way in which education is constituted as a mechanism for social
transformation, whose impact goes beyond the transmission of conventional knowledge,
encompassing the configuration of social relations and the consolidation of democratic practices
that are expressed in the daily exercise of citizenship. The reality of Colombia's rural areas
demands, therefore, a holistic approach that considers not only pedagogical aspects, but also
the socio-economic and cultural determinants that intervene in the construction of coexistence
environments based on values such as equity, mutual respect, solidarity and active
participation.
In this sense, it is essential to recognise that the geographical and cultural diversity of the
Colombian territory is a determining factor in the configuration of dissimilar educational
scenarios. While in urban areas policies aimed at modernisation and the integration of
technologies have been implemented, in rural areas there are still structural challenges that
have a direct impact on the quality of learning and the social cohesion of communities.
Differences in living conditions, access to resources and social organisation between different
environments generate significant gaps, which are manifested both in the infrastructure of
educational institutions and in their capacity to foster an environment of democratic coexistence.
In this context, recent research has highlighted the importance of a comprehensive review of the
pedagogical models applied in these areas, emphasising the need for strategies adapted to the
particularities of each community (Ávila, 2017; Zambrano-Leal, 2018).
The analysis of educational dynamics in rural settings reveals a series of complex factors that
affect both pedagogical practice and social interaction in institutions. Geographical dispersion,
scarcity of resources and the persistence of deep-rooted cultural traditions shape a scenario in
which democratic coexistence takes on particular dimensions. These conditions, which
sometimes limit the possibility of implementing ambitious educational projects, require
methodological approaches that integrate local experience and ancestral knowledge with
contemporary demands for inclusive and transformative education. Thus, it is imperative to
articulate models that facilitate the active participation of the various educational actors,
teachers, students, families and local authorities in the construction of spaces for dialogue and
collaboration that strengthen the social fabric and make it possible to overcome historical
inequalities (López-Ramírez, 2006; Guzmán-Rodríguez & Pérez-Bejerano, 2019).
Democratic coexistence in the rural environment is revealed, in this context, as a process in
which the absence of conflict is not equivalent to the existence of harmonious relations, but
rather the articulation of practices and attitudes that favour the integration of diverse points of
view. The exercise of democracy in these spaces is manifested in the capacity of the members
of the educational community to resolve differences through dialogue, negotiation and the joint
construction of solutions. This perspective also implies the formation of critical individuals who
are aware of their role in society, capable of exercising their rights and assuming responsibilities
in making decisions that affect the collective destiny. In this way, education becomes an
essential instrument for the generation of active citizenship, whose impact transcends the
boundaries of the classroom and is projected into community life (Crespo-Nievas et al., 2018).
The implementation of pedagogical strategies aimed at strengthening democratic coexistence in
rural areas has shown the importance of flexible and contextualised educational models. In
various experiences, it has been proven that the adaptation of pedagogical practices to the
specific realities of each community can generate a substantial change in the way education is
lived and understood. Therefore, in some localities, initiatives have been developed that
integrate extracurricular activities, community projects and participatory methodologies, which
favour the development of citizenship skills and promote a sense of belonging and responsibility
among students. These strategies, far from being limited to the transmission of knowledge, are
oriented towards the integral formation of the individual, promoting processes that foster
Revista Multidisciplinaria Perspectivas Investigativas
Multidisciplinary Journal Investigative Perspectives
Vol. 5(2), 11-21, 2025
Convivencia democrática en entornos educativos rurales colombianos
Democratic coexistence in rural Colombian educational environments
Erly Ana Fontalvo-Gómez
13
dialogue, respect for diversity and the collective construction of a democratic identity
(Zambrano-Leal, 2018).
This approach implies recognising the importance of community participation in decision-making
and in the definition of educational projects, so that school spaces become true centres of social
transformation. The interaction between the school and the territory is fundamental to
consolidate processes of inclusion and equity, allowing education to become a vehicle for social
mobility and overcoming structural inequalities. Likewise, the incorporation of local knowledge
and the valuing of traditional cultural practices contribute to enriching the educational heritage,
providing the community with tools that enable it to face the challenges it faces in an
autonomous manner (Garcés, 2021; Padilla, 2016).
The complexity of the educational framework in rural areas also manifests itself in the need to
establish institutional mechanisms that facilitate the articulation of coherent and sustainable
public policies. In this sense, a review of the specialised literature allows us to identify
successful experiences in which the integration of pedagogical initiatives and the strengthening
of school infrastructure have contributed to the consolidation of spaces for democratic
coexistence. These experiences show that, when the active participation of the different actors
involved in the educational process is promoted, the creation of support networks that enhance
the effectiveness of interventions and ultimately have a positive impact on the overall
development of the community is favoured. The implementation of policies aimed at
decentralising educational management and strengthening institutional autonomy is therefore
an indispensable strategy to face the challenges of education in highly vulnerable contexts
(Ávila, 2017).
Likewise, the experience of various rural communities has identified that the integration of the
ethical and civic dimension into the school curriculum translates into greater commitment on the
part of students and more active participation in community life. The implementation of projects
involving the community, the organisation of discussion forums and the promotion of cultural
and sporting activities are some of the mechanisms that have proven to be effective in fostering
democratic coexistence and strengthening social ties in contexts of exclusion and
marginalisation. This highlights the importance of education being articulated with a human
development approach that recognises the interdependence between the individual and his or
her environment, promoting an integral vision of education that encompasses cognitive as well
as affective and social aspects.
Therefore, the challenge of transforming education in rural areas also implies a reflection on the
role of teachers and the need to provide them with tools and competencies that enable them to
face the complexities of these environments. Continuous training and the exchange of
experiences among professionals are fundamental elements for the consolidation of innovative
pedagogical practices adapted to the particularities of each context. Within this framework, it is
important to develop training programmes that not only address technical and methodological
aspects, but also encourage critical reflection on the role of education in social transformation.
Educators, as agents of change, must assume the responsibility of promoting spaces for
dialogue and participation that contribute to the comprehensive education of students,
integrating the principles of respect, equity and solidarity into their daily practice.
Based on the above, the objective of the research is to analyse democratic coexistence in rural
Colombian educational environments.
METHOD
The current review article was framed in a documentary type of research, adopting a systematic
approach that allowed the integration and synthesis of information from 25 scientific articles.
The methodological criteria and procedures used in the process of collecting, selecting and
analysing the literature are described below:
Revista Multidisciplinaria Perspectivas Investigativas
Multidisciplinary Journal Investigative Perspectives
Vol. 5(2), 11-21, 2025
Convivencia democrática en entornos educativos rurales colombianos
Democratic coexistence in rural Colombian educational environments
Erly Ana Fontalvo-Gómez
14
Inclusion and exclusion criteria
a) Timing: Studies published in the last 15 years were included, considering research that
has influenced the current debate on democratic coexistence in rural contexts.
b) Thematic relevance: Only papers that explicitly addressed the issue of democratic
coexistence and citizenship education processes in rural educational environments
were selected.
c) Methodological quality: Priority was given to studies that offered empirical evidence, a
solid theoretical framework and a methodology directly related to the research objective.
d) Geographical context: Special attention was paid to research carried out in Colombia,
without ruling out comparative studies that included other countries in the region such
as Brazil, Mexico or Peru, as long as they offered related contributions to the
understanding of the Colombian reality.
e) Papers that did not meet the peer review criteria or were of marginal relevance to the
object of study were excluded.
Document search strategy
The search for information was carried out in academic databases accessible to the researcher
such as Redalyc, Scielo, Scopus, Web of Science and Google Scholar, using search terms
such as "democratic coexistence", "rural education", "Colombia", "citizenship" and "educational
inclusion".
The search process took place in several phases:
1) Identification: A first selection was made of articles, theses and book chapters that
appeared in the initial search results.
2) Filtering: Subsequently, inclusion and exclusion criteria were applied to filter the list of
documents and select those that presented a topic related to the object of study.
3) Evaluation: Each document was evaluated in terms of its methodological quality, the
clarity of its theoretical contributions and the contribution of its results in relation to
democratic coexistence in rural contexts.
4) Synthesis: A synthesis process was carried out in which the main contributions of each
study were extracted, allowing the construction of a conceptual framework that
articulated the various dimensions of the phenomenon.
Analysis of the information
The analysis of the information was carried out qualitatively, using critical reading techniques
and thematic coding. Emerging categories such as "inclusive pedagogical practices", "models of
citizen participation", "structural challenges" and "impact of public policies" were identified. Each
category was developed by comparing and contrasting the results reported in the selected
studies, allowing for a narrative that coherently and systematically integrated the different
contributions.
The methodological process followed in this systematic review has allowed for a rigorous
integration of theoretical and empirical contributions, which translates into a holistic and deeply
contextualised vision of the challenge of building democratic coexistence in rural Colombian
educational environments.
Revista Multidisciplinaria Perspectivas Investigativas
Multidisciplinary Journal Investigative Perspectives
Vol. 5(2), 11-21, 2025
Convivencia democrática en entornos educativos rurales colombianos
Democratic coexistence in rural Colombian educational environments
Erly Ana Fontalvo-Gómez
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RESULTS
The review of the literature on democratic coexistence in rural contexts has made it possible to
identify various contributions that can be grouped around four main axes: 1) the theoretical
dimensions of democratic coexistence; 2) pedagogical and methodological strategies; 3)
challenges and opportunities in the implementation of educational policies; 4) the relevance of
teacher training and community involvement. Each of these axes is described below:
1. Theoretical Dimensions of Democratic Coexistence
One of the fundamental contributions of the review consists of the consolidation of a theoretical
framework that articulates democratic coexistence with the formation of citizenship in
educational environments. The literature shows that democratic coexistence is not reduced to
the absence of conflict, but is configured as an active process of participation, dialogue and
construction of shared values (Gallardo-Vázquez, 2009; Burgos-Acosta, 2012). In this sense, it
should be noted that:
Education as a transformative space: Various authors highlight the role of education in the
construction of citizen identities and the promotion of social participation. The school is therefore
conceived as a privileged setting for the development of democratic competencies and for the
formation of critical individuals committed to their community (Garcés, 2021; Chaparro-Caso-
López et al., 2015).
Ethical and moral dimension: Democratic coexistence is closely related to ethical and moral
training, which involves the development of attitudes of respect, tolerance and social justice.
These attitudes are essential to foster a culture of peace and to build spaces for dialogue and
mutual understanding (Padilla, 2013).
Plurality and diversity: The acceptance and appreciation of cultural, social and linguistic
diversity is an indispensable pillar in the construction of democratic coexistence. Studies in rural
contexts have shown that the inclusion of traditional knowledge and cultural practices
strengthens collective identity and promotes the integration of different worldviews (Mendoza-B.,
2004; García-Correa & Yánez-Contreras, 2017).
These theoretical approaches are articulated in an interpretative framework that allows us to
understand democratic coexistence as a multidimensional phenomenon, in which the interaction
between pedagogical practice, educational policies and the socio-cultural context generates a
web of meanings that transcend the merely institutional.
2. Pedagogical and methodological strategies
The review indicates that, in rural educational settings, the implementation of innovative
pedagogical strategies has been fundamental in promoting democratic coexistence. Among the
methodological approaches, the following stand out:
Participatory learning: The adoption of active and participatory methodologies, which place
the student at the centre of the teaching-learning process, has made it possible to generate
spaces for dialogue and shared decision-making. These methodologies favour critical reflection
and the collective construction of knowledge, essential aspects for strengthening coexistence
(Peirano et al., 2015; Williamson-Castro et al., 2017).
Integration of technology and traditional knowledge: Some studies have explored the
convergence between new technologies and local knowledge, proposing hybrid strategies that
integrate digital resources with indigenous cultural practices. This approach not only modernises
education, but also respects and enhances the particularities of the rural environment (Aguilar-
Forero et al., 2023; Herrera-Arias & Rivera-Alarcón, 2020).
Activist and playful methodologies: In post-conflict and highly vulnerable contexts,
methodologies that combine art and play have been implemented as tools for conflict resolution
and the promotion of peaceful coexistence. These strategies have been especially valued for
Revista Multidisciplinaria Perspectivas Investigativas
Multidisciplinary Journal Investigative Perspectives
Vol. 5(2), 11-21, 2025
Convivencia democrática en entornos educativos rurales colombianos
Democratic coexistence in rural Colombian educational environments
Erly Ana Fontalvo-Gómez
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their ability to transform school climate and to promote empathy and understanding among
students (Bautista-Díaz et al., 2019; Holguin-Álvarez et al., 2020).
The adoption of these strategies has contributed to the generation of school environments in
which coexistence is perceived not as a normative imposition, but as an organic and
participatory process in which each actor - teachers, students, families and community - plays a
leading role in the construction of democratic spaces.
3. Challenges and opportunities in education policy implementation
The studies analysed highlight both challenges and opportunities in the implementation of
policies aimed at promoting democratic coexistence in rural settings. Among the main
challenges, the following stand out:
Structural limitations: Lack of resources, inadequate infrastructure and geographical
dispersion are factors that negatively affect the quality of education in rural areas. These
limitations hinder the implementation of comprehensive educational programmes and continuity
in training processes (Guzmán-Rodríguez & Pérez-Bejerano, 2019; Mendoza-Delgado, 2024).
Resistance to change: In many rural communities, traditional practices and cultural inertia
represent an obstacle to the adoption of new pedagogical methodologies. Resistance to
change, both at institutional and community level, requires awareness-raising and training
strategies to break entrenched paradigms (Martínez-Sarmiento, 2024; Mollo & Yraha, 2018).
Challenges in intersectoral articulation: The integration of public policies in areas as diverse
as education, culture and rural development is complex. The lack of coordination between
different entities and levels of government limits the impact of interventions aimed at
strengthening democratic coexistence (Pérez-Pinzón, 2021; Padilla, 2016).
Despite these difficulties, the review identifies significant opportunities that can be capitalised
upon to improve coexistence in rural educational settings:
Innovation in teacher training: Strengthening pedagogical competences in contexts of
diversity and conflict is a key strategy for the transformation of school coexistence. Continuous
training and updating in inclusive and participatory methodologies are a fundamental pillar for
the success of educational programmes (Borja-Ramos, 2025; Montoya-De-La-Cruz et al.,
2022).
Community participation: The active involvement of families and the community in
educational processes has proven to be a determining factor for the sustainability of democratic
coexistence initiatives. The creation of collaborative networks between the school and other
social actors strengthens the legitimacy and impact of interventions (Chaparro-Caso-López et
al., 2015; Páez-Triviño, 2021).
Contextualised intervention models: The adaptation of pedagogical strategies to the specific
reality of each community, considering its cultural, economic and social particularities, has
allowed the development of educational models that respond effectively to local needs. These
models, being replicable and scalable, offer a reference framework for the formulation of more
inclusive and diversity-sensitive public policies (Rojas-Rodríguez, 2024; Williamson-Castro et
al., 2017).
Teacher training and community involvement: The literature review places special emphasis
on the role of the teacher and the community in promoting democratic coexistence. In rural
environments, the work of the educator is configured as a fundamental element, not only in
terms of transmitting knowledge, but also as a facilitator of integration and dialogue processes:
Professional training and updating: The training of teachers in active methodologies, in the
use of technological tools and in inclusion strategies is essential for the implementation of
democratic practices; therefore, teacher training should be oriented towards the development of
emotional, communicative and pedagogical competencies that favour the establishment of
relationships based on respect and empathy (Montoya-De-La-Cruz et al., 2022; Martínez-
Sarmiento, 2024).
Revista Multidisciplinaria Perspectivas Investigativas
Multidisciplinary Journal Investigative Perspectives
Vol. 5(2), 11-21, 2025
Convivencia democrática en entornos educativos rurales colombianos
Democratic coexistence in rural Colombian educational environments
Erly Ana Fontalvo-Gómez
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School-community articulation initiatives: The integration of the community in the
educational process is manifested through participation programmes that include parents, local
leaders and social organisations. These initiatives not only strengthen social cohesion, but also
allow the school to become a meeting point for conflict resolution and the collective construction
of a democratic culture (García-Correa & Yánez-Contreras, 2017; Ramos-Holguín & Aguirre-
Morales, 2016).
Successful experiences in rural contexts: The literature presents various examples of
successful projects in which democratic coexistence has materialised through the application of
innovative pedagogical practices and the active involvement of the community. For example,
initiatives aimed at building rural libraries and cultural spaces have shown a positive impact on
citizenship education and the revaluation of traditional knowledge (Aguilar-Forero et al., 2023;
Guzmán-Rodríguez & Pérez-Bejerano, 2019).
These contributions show that the transformation of democratic coexistence in rural educational
environments requires an integral commitment, in which institutional, community and
professional training efforts converge. The synergy between these elements is the driving force
behind the generation of inclusive and participatory educational environments, in which each
member of the community feels an active part of the process of building citizenship.
The need for an interdisciplinary approach
Although the literature has addressed the phenomenon of democratic coexistence from various
psychological, pedagogical, sociological and political perspectives, it is essential to strengthen a
truly interdisciplinary approach. The integration of knowledge and methodologies from different
areas of knowledge would allow for the construction of more robust theoretical frameworks to
explain the complexity of coexistence in rural contexts. In this sense, future research could
explore the intersection between neuroeducation, emotional education and community
practices, in order to design interventions that enhance both the cognitive and affective
development of students (Rojas-Rodríguez, 2024).
Long-term impact assessment
Most of the studies reviewed focus on short to medium-term interventions. However, it is
essential to have research that evaluates the sustained impact of democratic coexistence
strategies on the lives of individuals and on the transformation of rural communities.
Longitudinal monitoring of educational processes would make it possible to identify the key
elements that contribute to the consolidation of a democratic culture, and the barriers that
impede its continuity over time.
Deepening in contexts of high vulnerability
Rural educational environments, in many cases, are marked by highly vulnerable realities,
derived from the persistence of armed conflict, poverty and social marginalisation. Future
research should focus on understanding how these structural factors affect school coexistence
and citizenship education. Therefore, the identification of intervention strategies that specifically
address the needs of these communities can contribute to the formulation of public policies that
are more sensitive and adapted to the reality of rural territories (Mauris-De-la-Ossa &
Domínguez-Gil, 2022).
The cultural dimension and the revalorisation of traditional knowledge
The recognition and integration of traditional knowledge are fundamental aspects for the
construction of authentic democratic coexistence in rural contexts. The review shows that
cultural diversity, far from being an obstacle, is an invaluable resource that can enrich
educational processes. In this sense, it is suggested that further studies be conducted to
analyse how the incorporation of indigenous cultural practices and the valuing of local identity
can contribute to the generation of democratic spaces and the strengthening of social cohesion
(Mendoza-B., 2004; Páez-Triviño, 2021).
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Multidisciplinary Journal Investigative Perspectives
Vol. 5(2), 11-21, 2025
Convivencia democrática en entornos educativos rurales colombianos
Democratic coexistence in rural Colombian educational environments
Erly Ana Fontalvo-Gómez
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The review therefore raises the need for education policies to recognise and respond to the
particularities of rural education. The development of policy frameworks and intervention
programmes that integrate the dimension of democratic coexistence can contribute to reducing
the existing gaps between urban and rural areas. It is therefore essential for both local and
national authorities to incorporate evidence-based strategies into their agendas to replicate the
successes observed in different contexts and overcome the challenges that persist in rural
education (Pérez-Pinzón, 2021; Chaparro-Caso-López et al., 2015).
CONCLUSION
From the scientific review carried out, it is evident that education in rural areas of Colombia is an
integral process that transcends mere academic instruction; likewise, the construction of
democratic coexistence goes hand in hand with the formation of citizenship, the strengthening
of social ties and the transformation of contexts historically marked by inequalities. The results
indicate that pedagogical practices adapted to local realities, the integration of traditional
knowledge and the active participation of the community are essential elements for generating
spaces for dialogue and collective construction. On the other hand, the need for interdisciplinary
approaches and coherent public policies that take into account both the structural limitations
and the potential of each territory is highlighted. Continuous teacher training and the articulation
between the school and the social environment are presented as fundamental strategies to
promote inclusive and transformative education, capable of contributing to social mobility and
overcoming historical gaps. In short, the challenge of transforming rural education implies a
commitment to innovative and contextualised educational models that, by recognising cultural
diversity and local knowledge, favour the development of democratic practices and the
strengthening of social cohesion in highly vulnerable environments.
FUNDING
Non-monetary
CONFLICT OF INTEREST
There is no conflict of interest with persons or institutions involved in research.
ACKNOWLEDGEMENTS
Thanks are due to the teachers, researchers and community leaders whose active participation
and expertise have opened new perspectives in the formulation of inclusive and diverse
education policies. Their commitment and dedication have been essential in paving the way
towards the construction of educational models that recognise and value the cultural and social
richness of our communities.
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Democratic coexistence in rural Colombian educational environments
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