Narratives on pedagogical knowledge, between success and adversity: reflections from rural education in the northeast of Antioquia

Abstract

Education in the rural context is determined by historical, political, social, economic and cultural situations which, despite its enormous importance for the most vulnerable population in Colombia, has long been invisible, marginalized, impoverished and estranged from academic and research discourses. This reflective article is an approach to the stories of rural teachers of the department of Antioquia based on the autobiographical narratives made in 2018 at the Pedagogical Thought Center, seeking to make visible the teaching work carried out in the rural area of the Northeast of Antioquia; where historically problems have emerged as a result of the armed conflict, violence, the abandonment of the State, among other situations; but which, instead of intimidating, have allowed teachers to be the hope of the peasant communities, and in turn, it has meant the transformation of their pedagogical practice from adversity.

Keywords

• rural environment
• narratives
• education sciences
• teacher training
• armed conflict