La influencia de los aspectos monográficos del territorio en el currículo:

hacia una educación contextualizada y significativa

Abstract

This research analyzes the influence of territorial monographic aspects on the educational curriculum, highlighting how geographic, economic, cultural, and social characteristics shape the relevance and appropriateness of educational programs. Conducted in the department of Sonsonate, El Salvador, with a sample of 1,019 high school students, a descriptive design and a structured 22-item questionnaire were used to explore key variables such as geographic environment, natural resources, cultural practices, and social configuration. The results reveal that 58.9% of students reside in rural areas, contrasting with the national trend of urban concentration, evidencing the importance of local con text in curriculum design. The critical analysis suggests that the curriculum should adapt to incorporate these territorial specificities, fostering meaningful and sustainable learning. It highlights the reliance on water resources, such as rivers (50%), and the predominance of agricultural economic activities (41.7%), underscoring the dialectical relationship between territory and education. However, significant gaps were identified, such as limited cultural infrastructure and unequal access to basic services, posing challenges for social justice and educational equity. This research reaffirms the need for a contextualized curriculum that integrates territorial dynamics with educational objectives, promo ting transformative education that addresses local realities. In this framework, advancing educational policies that prioritize the interaction between school, community, and territory is proposed as a key element for social cohesion and comprehensive development.