El presente articulo es una reflexion acerca de la interpretacion y el uso de lo cientifico y tecnologico en el contexto de la educacion rural colombiana. Con el se pretenden resaltar elementos para establecer que en las escuelas rurales de los distintos departamentos y municipios se presentan multiples problematicas. Aun cuando se hacen esfuerzos de diferente indole por parte del Estado colombiano para mejorar las condiciones academicas, de infraestructura, de acceso tecnologico, cobertura y calidad de la educacion rural, esta sigue presentando innumerables dificultades. Se considera que en Colombia, el problema de fondo esta en la interpretacion y mal uso de lo cientifico y tecnologico dado que, por un lado, se establecen politicas publicas y programas de desarrollo en ciencia y tecnologia que no tienen continuidad al terminar los mandatos de turno, y por otro, que existe mucha disparidad e inequidad en las inversiones economicas, sociales, culturales y educativas que hacen en las distintas regiones del pais, mientras unas zonas presentan buenos desarrollos porque hay mayor atencion e inversion en tecnologia, ironicamente, otras que mas lo necesitan tienen poco. Esto desencadena una profunda dificultad para que las escuelas rurales de basica primaria alcancen sus propositos educativos. Palabras clave: educacion basica primaria rural, ciencia y tecnologia, Colombia Problems of the Colombian rural education generated starting from the interpretation and use of the scientific and technological ABSTRACT The present article is a reflection on the interpretation and use of the scientific and technological in the context of rural education in Colombia. With it, we intend to highlight elements to establish that multiple problems arise in the rural schools of the different departments and municipalities. Even though different efforts are made by the Colombian State to improve the academic, infrastructure, technological access, coverage and quality of rural education, it continues to present innumerable difficulties. It is considered that in Colombia, the underlying problem lies in the interpretation and misuse of the scientific and technological, given that, on the one hand, public policies and development programs in science and technology are established that have no continuity at the end of the mandates of turn, and on the other hand, that there is a lot of disparity and inequality in the economic, social, cultural and educational investments that they make in the different regions of the country, while some areas present good developments because there is greater attention and investment in technology, ironically, others that the more they need it they have little. This triggers a deep difficulty for rural primary schools to achieve their educational purposes. Keyworks: education rural primary, science and technology, Colombia Recibido: abril 2018 Aceptado: diciembre 2018