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Abstract
Rural education is seen in our country as a figure, in which they are only seen as indices of poverty and marginalization, but the reality is very different from what they want us to see. Structural, social, and economic rural conditions are precarious compared to other educational entities, that is why, as teachers, we are called to create that change, knowing the little economic investment of the state towards education, since they only see the rural sector as simple workmanship. Currently, the COVID 19 pandemic reinvented us in the way of teaching and learning, because as teachers we have the challenge of implementing or seeking pedagogical strategies in which we seek to transmit this knowledge for the benefit of students and society. It cannot be ignored that it is a great challenge not only because of the pedagogical strategies but also because of the abandonment of the state and government entities towards rural education, connectivity in the rural sector is difficult if not almost nil and students must travel to the centers In order to carry out their academic activities, we as teachers must have our personal internet plans to fulfill our work, being an obligation of the state to guarantee and provide the necessary tools to both students and teachers for the proper development of rural education . In conclusion, teachers have had to reinvent our way of teaching, not only because of the global situation as a result of the pandemic but also because of the lack of resources and the total disinterest of the government to invest in education for them it is more important to renew a Military armerillo to equip a rural school with computers and tables, meanwhile the teachers are still limited to educate.
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