Los escenarios de la formacion inicial del profesorado de las escuelas normales rurales en mexico, en el contexto de la geografia politica

Laburpena

ABSTRACT AND KEYWORDS The main subject of this research consists in locating the scenarios in which the initial teacher education of Mexico’s rural schools for teacher education (normales) is taking place; as well as the logic behind the subject under consideration, explain, and assess the initial teacher education scenarios. To this effect, the political geography was coordinated with education, in order to observe, analyze, and specify the management capacity or political choices made by the different agents implicated in the initial training (especially the students), beyond the traditionally established material limits of the school itself; whether for the professional development during school practices, struggling in the public sphere for the defense of rural schools for teacher education, or requesting Ayotzinapa’s arrested and missing teacher students. The subject was addressed by merging quantitative and qualitative types of research. Regarding quantitative research, a representative sample of third year students from eight rural schools was selected. Whereas concerning qualitative, a representative sample of fifteen key informants (executives, teachers, and students, also from different schools) was selected. The level of fulfillment of the students concerning this type of education was measured, as well as the subjects and features pinpointed by the key informants. About student’s perception about their school, a high level of satisfaction was detected, combined with student discomfort. Furthermore, the features of higher interest shown by the key informants, particularly the students, were: the subjects or analytical categories ‘The five axes of initial formation’, ‘Student organization’, ‘Defense of the ENR’, and ‘Student discomfort’. In addition, a decrease in the number of active students in this type of education was identified in this research process, in a four years period; from 2013 to 2014, and from 2016 to 2017. Therefore, the study reaches the conclusion that it is necessary to foster and transform the rural schools for teacher education as an educational alternative for the youngsters living in the rural locations of Mexico. Keywords: initial formation, political geography, education, rural schools for teacher education, normales, five axes of initial