Resumen:
Over the last few years, rural areas in northeastern Mexico have
present significant changes in social, economic, and territorial
aspects linked to the New Rurality. In this context, winemaking has become one of the most dynamic and growing activities in the regional economy. This emerging development has prompted different forms of appropriation and use of this space, but it also highlights the lack of access to knowledge for wine production due to the lack of formal educational centers. As a result, learning communities enable the development of skills and competencies through non-formal educational practices. The objective of this paper is to analyze the role of learning communities in non-formal educational environments, taking as a case study: a collective of small-scale wine producers in Parras de la Fuente, Coahuila. This research focuses on two perspectives of learning: appropriation and
technology transfer, and promotion of Mexican wine culture. The main finding was to demonstrate the importance of including educational processes that respond to the context and needs of the community.
Descripción:
Ante la dinámica económica globalizadora y la modernización de las sociedades, los espacios rurales presentan complejas transformaciones que rompen con el modelo de desarrollo tradicionalmente adscrito a estos. En este contexto, surge la necesidad de establecer nuevos marcos interpretativos centrados en la heterogeneidad y multifuncionalidad espacial,
así como en la diversificación de las actividades económicas de sus habitantes. De este modo, la comprensión de las nuevas prácticas y medios de vida emergentes dan pauta a la construcción de una aproximación de lo rural en consonancia con la compleja realidad social desde el concepto de Nueva Ruralidad.
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