To return to my homeland: an experience on teacher training

Abstract

This article examines a formative experience carried out at the Vanguard Rural Normal School located in Tamazulapan del Progreso, Oaxaca. The main objective is to analyze the purposes of the proposal, its implementation, the challenges faced, and the results obtained. Interviews were conducted with teachers who participated in the project, emphasizing the importance of a contextualized and meaningful rural education for the students. Returning to their communities as practitioners is perceived as a fundamental contribution to both the construction of a professional and cultural identity. Additionally, reflections arising from this experience enhance the understanding of teacher education, emphasizing the ethical commitment forged through the students’ experiences and promoting reflection on the construction of an epistemic pluralism present in the encounters developed in the experience: ‘ Returning to my homeland’.