CONSIDERATIONS ON SCHOOL TEXTS FOR THE RURAL SCHOOL

a bibliographic review

Abstract

The textbook is a fundamental tool in the curricular development of rural educational institutions. Exists a direct relationship between the rural school curriculum and the school textbook because it materializes state policy in the classroom and promotes a series of values ​​that are not explicit in the curriculum. Rural teachers find in the school text a tool that allows them to develop their work more effectively, but they may encounter an obstacle if said material does not respond to the specific needs of the rural student or of learning expected. School texts may have many qualities, but little relevant. As a curricular component, the rural textbook requires characteristics that allow meaningful learning, focused on the specific needs of rural areas and that promote essential values. From the bibliographic review of five references, are proposed some revision or adaptation criteria: quality, relationship with quality governmental standards, relevance, relationship with teaching practice, and support for in-service teacher training This first bibliographic review is part of an investigation that investigates the perception of school texts that rural teachers have in some departments of Colombia.