INTRODUCTION
The social and cultural reality of rural schools in today's society is not taken very seriously both by the government and by the teachers themselves, all this for the simple fact that they are located in areas far from the cities and have a small number of students. children, it should also be mentioned that the educational system is organized in such a way that the educational institution is the center of everything and that students adapt to it or gradually fail, this approach may well imply that educating students in rural areas is more expensive than to do it in urban areas. Eliminating the learning gap between urban and rural students should be an urgent goal of education policy.
METHODOLOGY
The rural school has a large percentage with environments limited in basic resources, has a basic infrastructure and in some cases elaborated by the inhabitants themselves, they do not have access to current technologies, it has a smaller number of students, they have a single teacher the who teaches all areas without being trained in these, does not have and does not have the motivation to teach and is not trained in advances in science and technology.
The school in the rural area is not taken into account and is abandoned by the government and by the educational systems. who without taking into account the mother tongue and their cultural traditions send a teacher who is willing to go to distant places just for the money and not for an educational vocation, they also send some other material for learning and does not give them an environment appropriate for teaching for the simple reason of having a smaller number of inhabitants and a smaller number of boys and girls who can attend this institution, also due to the fact that these communities are considered poor, with a null educational level that only they are dedicated to agriculture and livestock.
Rural society has its own culture which is not taken into account by the educational system, this implies that the teachers sent to rural areas will not take these aspects into account and will simply impart knowledge in the same way as in the cities, before sending a teacher has to know if he is trained and has knowledge of the native language and its culture. The teacher sent is the one who will perform in all grades and in all single-teacher subjects. This represents one of the biggest problems in terms of educational quality and one of the most difficult challenges to overcome.
OUTCOME:
The problem that rural schools go through is commonly the attendance of children at this institution is minimal, either because the rural population is not abundant or because parents prefer that children work in the fields, the teacher also does not have the vocation to teach, since he does not attend all week but is only two to three days in the community or in the institution, the infrastructure that is available is simple, with limited environments which are not well implemented and suitable for learning of new knowledge, The number of teachers sent to rural schools is one and this works in all areas and all grades.
DISCUSSION :
The rural school does not have a greater number of students because the rural population is minimal, this population is dedicated to agriculture and livestock, which is why some families choose not to send their children to school, because for the Parents who did not receive an education is not important, which is why they decide not to send their children, it should be noted that this does not happen in all families but is a small number, as these families are more dedicated to working in the fields and with cattle in long hours leave their children abandoned, most of whom suffer from malnutrition and, as they do not have a balanced diet, they are in a situation that does not allow them to concentrate on learning new knowledge.
The government only gives what it thinks they may need in rural schools without taking into account some of the problems already mentioned, they have Qali Warma but this is only a supplement at breakfast which may be fine but what is most wanted is that they can help with lunch for the simple fact that the parents are working all day and are not at home leaving the children alone.
CONCLUSION :
The rural school should provide continuous learning taking into account its cultural reality, which should be observed and be able to carry out educational policies to each rural sector and not carry the same model everywhere, the city works but the same case is not the case. in rural areas not because they are inferior, but because their worldview is different from the city, not to mention that the resources they have are limited, but the government, by not taking into account the cultural factor of these places, cannot provide a good educational system that allow them to develop.
BIBLIOGRAPHY:
Cueto Caballero, S. (2015). Rural education requires putting students as the focus of attention. Recovered from
Díaz Díaz, H. (2015). Proposals for education in rural areas. Retrieved from
Lacacta, JR (2011). SITUATION OF THE EDUCATIONAL REALITY PUNO. Recovered from
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