THE PHILOSOPHY OF THE COUNTRYSIDE, THE VALORIZATION OF POPULAR KNOWLEDGE, AND EDUCATIONAL INCENTIVES BASED ON THE PROBLEMS OF ITS PLACE

Abstract

This article analyzes the situation of popular knowledge within the educational context and how it is treated. Thus, the objective is to present the idea of a philosophy of the countryside as an expression of valuing knowledge based on its place, in contrast to hegemonic epistemologies. To this end, we will initially address the current curriculum as an expression of urban and Eurocentric life and its repercussions on the lives of students in rural schools, to the detriment of local knowledge. Subsequently, the importance of disseminating epistemologies that have been silenced and marginalized throughout the historical process, granting them the status of producers of culture, philosophy, and their own history. Finally, we will examine theoretical resistances and disputes, analyzing the ways in which studying from the problems of one’s own place contributes to the effective appreciation of local knowledge and philosophical diversity. As a result, this research indicates that, despite the predominance of Eurocentrism in the curriculum, there are other epistemologies focused on local knowledge, without excluding others. In this sense, we conclude it is necessary to transform and decolonize curricula that schools can become spaces for the dissemination of culture and local knowledge, diversifying education according to each community.