Subjective constructions of the educational-community processes of the new ruralities in

childhood and adolescence in a southern area of Peru

Rural research in psychology is a somewhat forgotten field of study in Peru and Latin American
countries in general. Rebolledo and Torres (2019), mention that this is due, firstly, to the fact that
there is an urban-centric perspective that is predominant in the studies of the line of research.
Although the approach of the new ruralities tries to get closer to the subjective development of
these populations, most of the studies have been done from anthropology or sociology; with a
look from the materiality or just focused on the agricultural aspect of the rural economy; leaving
aside the symbolic-emotional construction of subjects in said environments.

This proposal makes visible the subjective constructions of educational-community spaces in the
rural area of Alto Peru, a community located in the Palca district of the city of Tacna. Community
particularly characterized by being close to the tripartite border with Bolivia and Chile, which
makes it a community with frequent circulation of inhabitants for commercial issues or productive
relocation, apart from the predominant agricultural and livestock activities in the area.

The research was carried out from the case study of children and adolescents considering the
constructive-interpretative methodology. In this process, the configurational character of
subjectivity entwined in symbolic-emotional fabrics stands out. (González Rey and Mitjans, 2016)

Distinctions of the rural world and the features of its identity and cultural-emotional construction
are collected, inquiring into the configurational and agency processes that generate meanings in
children and adolescents around their cultural patterns, needs, social problems, abilities and
strengths that characterize. The coexistence of rural-traditional cultural patterns together with
modernizing-urban elements that put stress on everyday life stands out. It is made visible that
children and adolescents of this community, although they have a deteriorated condition
compared to those who live in urban areas, stand out in rural contexts, there are protective
aspects for children and adolescents, problem-solving enhancers, community action and
development of resilient features.
Authors:

Svieta Valia Fernández González

Centro de investigación Psicológica Histórico-Cultural CIPS HC

Psychologist, Master in Education from the National University of San Agustín (Arequipa, Peru)
Psychopedagogical Coordinator of the High Performance College of Tacna- Ministry of Education.
Researcher associated with the Historical-Cultural Psychological Research Center (CIPS-HC).
Editorial Committee of the Journal "Epistemology, Psychology and Social Sciences". His research
projects are oriented towards the construction of subjectivity in community and educational
spaces.

Luis Alberto Taype Huarca

Universidad Católica de Santa María

Psychologist, Master's Degree in Clinical, Educational, Child and Adolescent Psychology from the
Universidad Nacional de San Agustin de Arequipa (Arequipa, Perú). Professor at the Professional
School of Psychology of the Universidad Católica de Santa María (Arequipa, Perú). Researcher
associated to the Centro de Estudios e Investigación en Neuropsicología (CEINPS). Founder of the
Centro de Investigación Psicológica Histórico-Cultural (CIPS-HC). His research projects are oriented
to child neuropsychology and the theoretical-critical study of Vygotsky's cultural-historical legacy.