La Escuela Rural en Colombia como escenario de implementación de TIC

The present study was based on the social history of education and qualitative research. Methodologically, it makes an approximation to the governmental policies and strategies for rural educational institutions, related to of Information and Communication Technologies (ICT), implemented in the last decades in Colombia. Likewise, it is done an approximation to the Rural School as a scenario of socio-educational opportunities and limitations. It is concluded that the government projects for the application of ICT in rural education, must identify social, political and cultural contexts, to resituate the use of technology in teaching and become the scenario of empowerment of the peasant sector presented to the school as the nucleus of educational transformation. In addition, the teacher needs a mediating, critical and reflective role, which allows him to read the context, in terms of resources and needs of the population, to choose coherently the ICT tools that favor the teaching and learning processes and also recognize when it is appropriate to get by withouttheir use.