Abstract

JUAREZ NEMER, Octavio C.. The Modernization of Rural Teacher Training in Mexico: Expectations and Re-significations. Rev. latinoam. estud. educ. [online]. 2024, vol.54, n.1, pp.189-212.  Epub Mar 11, 2024. ISSN 2448-878X.  https://doi.org/10.48102/rlee.2024.54.1.620.

This article analyzes the modernization of rural teaching in Mexico, through the discourse of the modernizing agency and the narrated practice of the educational agents who put their principles into action, at the end of the 20th century and the beginning of the 21st. The study integrated a corpus of political, legal, and normative documents, which contextualized the modern identification of the rural teacher, and it applied semi-structured interviews with directors, teachers, and students of the Normal Rural School of Tenería in the State of Mexico. To analyze the referents of identification of rural teachers, the postfoundational policy analysis was used, supported by Foucault’s historical ontology and Latour’s social epistemology. It was found that the modernizing agency displaced the sense of change, from social emancipation to the change itself of the educational agent, and that the rural teacher identifies himself outside of the modernizing parameters such as ideological neutrality, transmission, content, and practical organization of the life. Rather, assume the responsibility of guiding the collective conscience and discard as a rule of thumb the distinction between the aseptic function of representing things to know them and the power to represent social subjects to emancipate them.

Keywords : educational modernization; teacher training; rural environment.

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