Rural Constructions in the Professional Training of Students from a Principal Integrating Discipline Perspective

Context: The job insertion of students in the Degree of Education Construction in rural constructions, from the perspective of the professional teaching-learning process of the principal integrating discipline, favors their professional training. From this job context, students associate with constructive typologies that identify their cultural identity, history, the direct relation to nature’s agents, and the utilization of local materials that let them work with a prospering and sustainable vision for the conservation and protection of the ecosystem during the process of rural construction.

Aim: To provide a rationale of rural constructions as a job context in the professional teaching-learning process through the principal integrating discipline, to students in the Degree of Education Construction.

Methods: The essential methods used are analysis-synthesis, induction-deduction, and scientific observation, which provided evidence of insufficiencies in the job training of students in the Degree of Education in Construction in relation to rural constructions, from the perspective of the principal integrating discipline.

Results: Labor qualities, and the traits of a Bachelor in Education in Construction, in relation to their performance in rural constructions were presented within the job context of the principal integrating discipline, with a prospering and sustainable vision.

Conclusions: As a result of a systematization of the theoretical-conceptual rationale, it was observed that rural constructions as an educational context for the development of on-the-job-training practices, favors direct contact with nature, farmer traditions, and food production. It also helps with the architectonic features of works, which allows for the development of professional qualities of students in the Degree of Education Construction, by determining the traits that identify them.