Influencias que definen las trayectorias profesionales de docentes rurales en zonas postconflicto en Colombia

This paper emerges from a research study that explores what it means to take on the role of a teacher, recognizing the challenges involved in providing quality education among multiple influences that create significant difficulties, particularly due to the presence of armed groups operating outside the law. In this sense, the study frames as a central issue the complexities of teaching in contexts marked by violence. Specifically, it examines the case of Briceño, Antioquia, Colombia, a rural area where teachers, students, and families converge in a school environment affected by the presence of armed actors. The objective of this study was to identify the influences that shape the professional trajectories of rural teachers in post-conflict zones. A qualitative approach was employed, using a narrative design that incorporated semi-structured interviews and life history narratives to collect teacher’s experiences as they carried out their work in a post-conflict territory. The study focused on six teachers working in this rural area. The findings indicate that teaching practices and professional activities are deeply influenced by the social context. In territories marked by violence, such as the municipality of Briceño, Antioquia, teachers face significant professional challenges, as they are required to manage emotions of fear while simultaneously contributing to the developing of a culture of peace.