Rural teacher in Peru: responses from teacher training

Abstract

The purpose of this article is to explore information and the contributions of authors on the training of rural teachers and to reflexively discuss aspects of their reality and opportunities for professional development. The method used was documentary analysis, whose scientific process consisted of systematic access to sources of information regarding the training of rural teachers to later be interpreted and discussed. The results of the systematization and hermeneutical analysis account for the mistakes of teacher training policies in Peru and Latin America, being more critical in the rural area. It is concluded that it is necessary for national and international promoting agencies, researchers and other educational actors to formulate proposals that respond to the needs of teachers in the field. It is important to reassess the cultures and customs of the peoples, as a basis for an education that is relevant and contextualized to their worldview.