The fullness of weed and conduct the cattle in the countryside: letting yourself be a teacher in countryside schools

Abstract

With the present study, we sought to understand how teachers who work in schools in the countryside constitute the presentification of being-in-the-countryside to signify its existence from the rurality of presence and produce experiences of being-teacher in a perspective of being-in-the-countryside more than inhabit rural spaces. The method used was Narrative Research, with emphasis on the biographical-narrative movement, associated with a qualitative approach and anchored in the bases of phenomenology and hermeneutics. The research devices used were narrative interviews and ethnographies in the countryside, which meant the possibility of collecting and producing data. It is concluded that letting oneself be a teacher here is in a configuration of what being-in-the-countryside reveals itself in an entity that is constant openness and does not cling to a set of social norms and conventions instituted by urban-centric parameters, even having influence of training based on this parameter.