The article discusses the implementation and development of rural education in a Mapuche context. Its objective is to present research findings that document rural education experiences in indigenous settings. The methodology of the article is qualitative with a hermeneutic design.
A semi-structured interview was used, consulting eight participants about the challenges, scope, and limitations faced by rural school education. The information was analyzed through thematic analysis.
The primary findings identify three key challenges in rural education: 1) Precariousness of rural education in indigenous contexts; 2) Multilevel courses; and 3) Voucher system. These findings are attributed to the commodification of school education, which is linked to tuition-based funding models and the consequent objectification of students.
Addressing these structural challenges in rural education is essential to guarantee an education that promotes rural development and responds to current educational demands in indigenous and intercultural contexts, thereby improving learning opportunities and fostering educational success.
