Education and territorial vertebration: a case study of the rural school of Teruel

Reversing the historical invisibility of the rural school and enhancing the role it plays in achieving an education for everyone requires public policies that consider the diversity and specificity of rural schools. Interdisciplinary research processes that highlight the pedagogical potentials of rural schools and their status as a factor of territorial development are also necessary. Educational experiences have been and are carried out in rural school areas such as Aragón, where the demographic conditions negatively affect providing public services. These experiences arise not only from needs, but also due to the conviction that these schools can be the backbone of the area. A mapping proposal of the rural school in Teruel is linked to a historical interpretation of the main legislation that it has applied. This makes a theoretical-practical contribution to the state of the issue in the context of the connection and survival of the school in the current rural environment.