Caracterización del maestro rural en Cundinamarca: en el municipio de Guayabal de Síquima

Abstract

This research addresses the issue of the rural teacher in Cundinamarca, in the municipality of Guayabal de Síquima, from the problem question, what are the characteristics of the rural teacher in the municipality of Guayabal de Síquima, Cundinamarca. Three central categories constituted the central axis of research: teacher, as a subject of knowledge.The second category, the Normal School, was approached from the laws and decrees that have accounted for its institutionalization. A final category, rural teacher training, has been addressed since 1950, when international organizations view teacher training with concern, but especially that of the rural teacher, which was deplorable.To develop the purpose of the research, in Chapter IV, in taking and analyzing the results, is the interpretation of the 14 questions that were asked to the 11 rural teachers of the municipality, whose compiled material is very valuable. The life stories are captured by means of a semi-structured interview of 9 questions, with three rural teachers from the municipality of Guayabal de Síquima, they allow to reveal some characteristics of this type of teacher.Rural teachers are characterized because they like to be teachers and feel that with their work they help the community and the growth of the children they serve in single or multi-grade schools, using the Escuela Nueva methodology, but that they complement others that are has proven to be very creative. In addition, they generate implicit knowledge to treat psychologically and academically, among other aspects, the children they care for. Also, the great efforts they conceive to get from home to schools and, once the working day is over, from school to their homes makes them unique; The multiple functions they perform cannot be dedicated solely to teaching, because they must fulfill administrative functions, such as handling keys, organizing the school store, organizing classrooms, attending to parents, attending to special situations of children in the community, and of the context where the rural school is located. In addition, they are concerned about the performance of their students, who are compared with those in urban areas where they have different teaching methodologies, technological resources and levels of demand; In contrast to what the rural teacher can offer, he must attend to all the dimensions of his students with very precarious resources that, although it is framed in a model of flexibility, the reality is that this lowers the level of training, of course. Teachers worry about this and do their best without support from anyone to solve them. We can add that it addresses the inclusion of a diverse population of students with cognitive, sensory or physical disabilities, with little or no training or support, and without considering them or applying the regulations for these cases, it has fewer students, so that the rural teacher must accept diversity and inclusion as something normal. Finally, he is a type of teacher who establishes close relationships with the community in the sector where he works.