Abstract:
This paper stems from a larger body of narrative inquiries with teachers from a basic education rural school in Mexico, that aims at a co-producing, with teachers and researchers, a book about the formation history of that school. The collective memory is evoked through stories of everyday educational practices regarding the development of the school environment in a particular historical context of a rural setting. Among other things, the inquiry unveiled new possible worlds that, as thematic nuclei of meaning within the stories, inspire and guide teaching practices. Thus, through open interviews and dialogues with members of the school community, it is registered the professional report of seven teachers. In it, they express dreams, aspirations and educational activities carried in the development of their school environment - such as, the construction of a school cafeteria, the provision of an adequate physical infrastructure for educational activities (enough classrooms for each grade, sports courts, a schoolyard, computer rooms), as well as the establishment of security conditions (fences, security crews, security commissions). The educator’s new possible worlds are recreated in the self-organizational and communal processes of the school, strongly connected with the history and the way of life of the local population.
Keywords:
rural education; narrative inquiry; Mexico