Resumo

SEGOVIA-QUESADA, Silvia; FUSTER-GUILLEN, Doris  e  OCANA-FERNANDEZ, Yolvi. Teacher’s Resilience in Teaching-Learning Situations in Rural Schools in Peru. Educare [online]. 2020, vol.24, n.2, pp.411-436. ISSN 1409-4258.  http://dx.doi.org/10.15359/ree.24-2.20.

This research aims to analyze the essence of teachers’ experience in teaching and learning situations in rural schools in Peru. Attention to the diversity of students, cultures, and social contexts becomes difficult and complicated; it implies having a resilient teacher, with characteristics such as self-esteem, autonomy, creativity, confidence, and ability to adapt to any circumstance. The research used a qualitative design, specifically the hermeneutical phenomenology in education that has a reflexive and emerging character. The empirical world is interpreted and understood within this conception, seeking what the teachers’ lived experiences mean in their pedagogical work in which it is intended to unveil the essence of such work. Both the interview as a technique and the anecdote as an instrument were implemented. Five teachers took part in the research, three men and two women. The research had the following axes of analysis: expectation, frustration, sadness, happiness, and satisfaction. The information was processed through the understanding of the experience to elaborate meanings of the same fact. The study concludes that resilience occurs when teachers adapt to various unfavorable situations presented at school, making use of their personal characteristics that allow them to convert limitations into strengths and thus overcome adversity.

Palavras-chave : Teaching resilience; teaching and learning; educational phenomenology, rural education.

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