RURAL EDUCATION AND COMMUNITY PARTICIPATION: CHALLENGES AND POTENTIALITIES OF COLLECTIVE MANAGEMENT IN RURAL SCHOOLS

Abstract

This article presents a reflection on the role of collective management and community participation as essential strategies for the democratization of education in rural schools. Historically, these institutions have been marked by processes of exclusion, with their pedagogical projects often imposed by urban and centralized models that fail to consider the ways of life, knowledge, and needs of rural communities. In this context, the proposal of participatory school management becomes especially relevant as it recognizes the community as an active subject in the educational process, valuing local culture, land-based work, collective organization, and traditional knowledge as legitimate pedagogical components. Through a theoretical and reflective approach, the study discusses the main challenges faced by rural schools, such as poor infrastructure, the absence of effective public policies, limited access to appropriate teacher training, and the weak connection between school and territory. At the same time, it highlights experiences and practices that offer transformative pedagogical possibilities, grounded in active listening, shared decision-making, dialogue with social movements from rural areas, and the appreciation of local knowledge. The article concludes that collective management, combined with community participation, not only strengthens the bond between school and community but also contributes to building a more just, contextualized, and socially committed education. When fully integrated into its territory, the rural school becomes a space of resistance, identity, and knowledge production.