State of the art on the rural teacher: other ways of understanding the pedagogical practice (Original).

Abstract

Different studies developed in recent decades call attention to the need to focus on what is considered rurality and, within the framework of this approach, what is understood by rural school and rural teacher. In this sense, this article presents the state of the art on rural teachers in Ibero-America and Colombia as a possibility to recognize not only the multiple theoretical and methodological approaches in research on their role as educational and social actors, but also as a possibility to understand the characteristics of their practice.

The study that guides the state of the art aims to reveal and analyze the social representations about the rural teacher that students and teachers of three rural schools in the province of Ubaté, Cundinamarca, from the guidelines of the qualitative method and the processual approach. Based on the foregoing, the technique of bibliographic review and analysis is used, taking as a basis three categories: initial training and alternatives for the qualification of rural teachers, working conditions and pedagogical practice.  From the approach of these references, the importance of the rural teacher in the consolidation of the rural school is recognized, not only as an educational institution, but also as a fundamental part in the construction of the social fabric in rural regions in countries such as Colombia, as well as in the reconfiguration and understanding of the notion of pedagogical practice and its transcendence of the classroom scenario.