The Chilean rural teaching professionalism socioeducational implications of a transcendent generative development

Abstract

The study of generativity and its socio-educational implications in rural teaching culture would be observable in the genuine interest of the subject to promote the well-being and development of the next generations, favoring the transcendence of the experiences accumulated throughout life, configuring a legacy that lasts in time. Its importance would be given by the set of actions, practices and strategies that guide rural teachers, observing their impact on the knowledge and values that they promote with local relevance, the relational dynamics that they establish with the students, and even the prosocial objectives that they assume in his teaching practice. Methodologically, a qualitative interpretive approach is adopted, following a descriptive, exploratory and cross-sectional design. The sample is of an intentional nature, made up of 6 educators who have at least 30 years of experience in rural schools present in the Metropolitan, La Araucanía, and Los Ríos Regions (Chile). For the interpretation of the data, content analysis is used, following the logic of grounded theory and in-depth interviews from the generative narrative perspective. Preliminarily, the life histories of rural educators show the systematic development of potentially generative behaviors, reflected in an expansive and generative adulthood, founded on the autonomy, persistence, and optimism with which they interact with students inside and outside of school. Finally, pedagogical involvement and self-development are highlighted as emerging dimensions that would favor the construction of meaningful learning that transcends the limits of school space-time.