Temporalities and narratives

Abstract

With this study, we sought to understand how teachers who work in schools in the countryside constitute the presentification of being-in-the-country to signify its existence from the rurality of presence. Narrative Research was used as a method, with emphasis on the biographical-narrative movement, with a qualitative approach anchored in the bases of phenomenology and hermeneutics. The research devices used for the collection and production of data were narrative interviews and ethnographies in the countryside. It is concluded that the rurality of presence triggers ways of being-living-in-the-countryside that enable the production of an inhabited place as each person from the countryside gathers senses and meanings of a lingering with things and the place, instituting specific ways of teaching in rural contexts.