[eng] Pedagogical model for the development of educational programs with a virtual component, aimed at adults in rural Central American areas. Introduction. This thesis develops a pedagogical model which offers guidelines for the construction of educational programs related to information and communication technologies (ICT), specifically designed for the adult population in the rural areas of Central America. This model is based on distinctive features of rural contexts, their needs and the high population density in the rural areas found in the Central American countries. Content. This proposal bases its investigation on the qualitative paradigm, including holistic practices, phenomenology, the participatory action research and the critical-dialectic method. During this research and over four different periods of time, it has been worked with six different populations and fourteen investigation techniques. Research implies that a pedagogical model involving the ICT should take into account the needs and demands of the rural Central American contexts in order to be considered pertinent. The essential conclusion suggests, that a pedagogical model of that kind has to combine philosophical and epistemological links with the paradigms of good living, critical pedagogy and dialectical materialism since the fundamental needs of those populations before the introduction of the ICT into their educational processes emphasize on the appropriation of such resources within the rural reality, the construction of critical thought and the promotion of equality. In this regard, the proposal is visualized as a construction that is participatory, continuous, perfectible and adjustable to the demands as well as to social, cultural, political, contextual or educational changes. As a model, those directions should be understood as general ones, as it is expected that they result in innovative, dynamic educational proposals that are relevant to chosen themes and populations. Conclusion. As of the evidence received and the dialog with the 128 participants during this study, a model based on a particular viewpoint of rural life is proposed, interacting within four components: knowledge management, citizen involvement, identity strengthening and the construction of a culture of solidarity.

Modelo pedagógico, contextos rurales centroamericanos, programas educativos virtuales