Social responsibility of the rural teacher in Latin America

Abstract

Teacher's social responsibility is a topic that has been gaining importance with respect to the improvement and development of rural education. Currently, different world organizations emphasize rural education, determining responsibilities of the participating agents. The objective of this essay is to argue the importance of the teacher's social responsibility in rural education based on the factors and challenges that face and limit their professional practice. A documentary methodology was used that responds to a historical-interpretative approach in which the cited authors contribute to demarcating the position with a dialectic between the theory and the reality addressed. The social responsibility of the rural teacher is ratified as a determining and crucial factor in the efficacy of rural educational processes. The effective integration of Information and Communication Technologies (ICT) in rural education is an important challenge that requires attention in rural areas, including teacher training and access to resources. Limitations persist in the quality of education in rural settings, such as the lack of relationship between the training received by teachers and their professional practice, as well as the need for innovation in pedagogical practices. Finally, rural education continues to be a major challenge in Latin America, and to address it effectively requires a joint commitment of teachers, educational authorities, families and society in general.