Understanding the rural teacher: a look from phenomenology and hermeneutics
DOI:
https://doi.org/10.64325/IJIP.v3i1.50Keywords:
educational understanding, rural teacher, teaching experience, phenomenology, hermeneuticsAbstract
Given the complexity of rural education, where social, cultural, and pedagogical factors interact and directly or indirectly influence teachers' work, it is essential to understand the teacher's experience through interpretive approaches that recognize the meaning teachers attribute to their educational practice. Therefore, this article-essay reflects on understanding the rural teacher from a hermeneutic-phenomenological perspective, highlighting pedagogical theories that explain situated teaching practice, allowing for the interpretation and construction of meaning based on their interaction with the school and community environment. In this sense, phenomenology facilitates an approach to lived experiences, while hermeneutics enables the interpretation of the meanings that arise from these experiences. That is to say, to understand an educational phenomenon, it is necessary to interpret it from the perspective of the complexity of teaching practice and the relevance of the environment in the construction of knowledge. In short, it is proposed that the articulation of hermeneutics and phenomenology constitutes an epistemological foundation that allows us to understand the dynamics at play in the rural educational process and how the teacher's role functions as a social subject who constructs meaning in their pedagogical practice.
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