Abstract

: The objective is to understand why families should be linked to educational and pedagogical practices in conjunction with the school, from epistemic justice, within the framework of the management of rural microcenters. From an interpretative paradigm, knowledge is constructed that allows understanding the subjectivity of the participants. The articulation between different forms of knowledge in the school is carried out through types of pedagogical practices; pedagogical practices are resignified through the dialogue of knowledge; and the articulation of knowledge makes it possible to overcome the epistemological tension and the decontextualization of school education in diverse sociocultural scenarios.