Situated Science Education and Curricular Justice in Rural Borderland Schools: Elementary Teachers’ Voices from Northern Chile

Abstract

The teaching of natural sciences in complex school contexts, such as border and peripheral zones, faces challenges linked to curricular relevance, teacher preparation, and structural conditions. This study explored the professional demands of elementary teachers in northern Chile through four focus groups with 21 in-service teachers from rural and urban schools in the tri-border region. Thematic analysis revealed challenges including limited disciplinary training, scarce resources, reduced instructional time, and pressure from standardized tests. Enabling factors included the natural environment, students’ experiential knowledge, and interdisciplinary integration. Findings stress the need for situated teacher education policies responsive to territorial realities.