Cultural Tourism and Rural Education: The Londoño Londoño Family Farm as a Situated Learning Hub in Barro Blanco, Medellín
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Abstract
In rural territories with deeprooted cultural identity, tourism has become a comprehensive development strategy that transcends economic dimensions. This article analyzes how silletera farmsparticularly the Londoño Londoño Family Farm in Barro Blanco (Medellín) can serve as nonformal pedagogical spaces that integrate rural education, cultural identity, and situated learning. Through a qualitative approach and literature review, the article examines the relationship between cultural tourism, contextualized pedagogy, and social cohesion. These tourist spaces, managed by local families, function as living archives and intergenerational learning hubs, which can be strategically integrated into rural schools through territorialized pedagogical projects. This experience presents a replicable model for other rural contexts seeking to align education, culture, and sustainability.
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