Resumen

ASCENCIO, Milton Daniel Castellano  y  GIRALDO, Alba Mery Blandón. Lived spaces: biographical-professional paths of rural teachers in Antioquia. Prax. Saber [online]. 2022, vol.13, n.33, pp.53-72.  Epub 24-Feb-2023. ISSN 2216-0159.  https://doi.org/10.19053/22160159.v13.n33.2022.13181.

The article addresses the biographical-professional paths of rural teachers in Antioquia based on their interaction with the geographic space. The main objective is to understand the role of geographic space in shaping the pedagogical professionalism of rural teachers. For this purpose, the narratives constructed by the teachers are analyzed using the technique of accounts of experience, which is part of the biographical-narrative approach. Additionally, Kessler's postulates on the notions of landscape and geographic space are taken up as a reading route for addressing the narratives. Regarding the results, we found that the references to the geographic space where the schools are located have different functions in the biographical paths of teachers: presenting an inventory of what happens there and showing (a) the complex conditions they face and in which they must exercise their work as teachers, (b) the urgent confrontations of daily life, and (c) the teachers' reflections on the traversed territories as a way to bring a new sense to their experiences.

Palabras clave : geographical space; lived space; pedagogical professionalism; rurality; biographical paths.

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