The Study Plans and Programs of Rural Normal Schools in Colombia 1934-1953

Objective: The main objective of this article is to analyze the study plans and programs implemented in the rural normal schools of Colombia during the period between 1934 and 1953, describing the stages that marked the training of rural teachers in the pedagogical context and the guidelines. international standards of the time that marked the general training standards for future rural teachers in the national territory. Method: This research is based on the Social History of Education, using a qualitative approach that allows us to understand the social and political dynamics that influenced rural education between the period 1934 to 1953. Primary and secondary sources were used, including brochures. , newspapers, magazines and memoirs of ministers of education, to build a robust theoretical framework that supports the historical analysis of the time, which made it possible to identify the key stages in the training of rural teachers and the challenges faced due to political and budgetary changes. Results and Discussion: The results of the study reveal three key stages in the training of rural teachers in Colombia: a) First Stage (1934-1945): Characterized by the implementation of liberal educational policies that promoted the expansion of rural normal schools, b ) Second Stage (1946-1950): Marked by a period of transition and adjustments in study programs due to political changes and c) Third Stage (1951-1953): Influenced by conservative policies that affected the financing and structure of schools rural normals. The discussion focuses on the impact of these policies on the quality of rural education and teacher training, highlighting the challenges and opportunities that arose during each stage. Research Implications: This study highlights the importance of the comprehensive training of rural teachers and its impact on rural education in Colombia. The findings contribute to the understanding of the evolution of rural education and offer a historical perspective that highlights the need for sustainable educational policies that support the continuous training of rural teachers. Originality/Value: The research provides a detailed and unique view of the evolution of rural normal schools in Colombia, contributing to the field of History of Education with a specific focus on rural education and teacher training. This study not only enriches historical knowledge, but also offers valuable lessons on the development and implementation of educational policies in the rural educational field.