Between inequality, criminalization, and resistance: school as a life option for rural normalistas in the 21st century
Rural teacher training colleges were part of the post-revolutionary government project in Mexico, aimed at educating peasants in rural areas. More than 100 years after these institutions were founded, their relevance within the education system is constantly being questioned, which has led them to f...
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| Autores principales: | , , |
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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IRICE (CONICET-UNR)
2025
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| Materias: | |
| Acceso en línea: | https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/1955 |
| Aporte de: |
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I15-R240-article-1955 |
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ojs |
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Universidad Nacional de Rosario |
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I-15 |
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R-240 |
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Revista IRICE (CONICET) |
| language |
Español |
| format |
Artículo revista |
| topic |
normal education teacher training rural education documentary review educación normal formación de profesores educación rural revisión documental |
| spellingShingle |
normal education teacher training rural education documentary review educación normal formación de profesores educación rural revisión documental Álvarez León, Mayra Elizabeth Gutiérrez Serrano, Norma Georgina Sarmiento Silva, Sergio Between inequality, criminalization, and resistance: school as a life option for rural normalistas in the 21st century |
| topic_facet |
normal education teacher training rural education documentary review educación normal formación de profesores educación rural revisión documental |
| author |
Álvarez León, Mayra Elizabeth Gutiérrez Serrano, Norma Georgina Sarmiento Silva, Sergio |
| author_facet |
Álvarez León, Mayra Elizabeth Gutiérrez Serrano, Norma Georgina Sarmiento Silva, Sergio |
| author_sort |
Álvarez León, Mayra Elizabeth |
| title |
Between inequality, criminalization, and resistance: school as a life option for rural normalistas in the 21st century |
| title_short |
Between inequality, criminalization, and resistance: school as a life option for rural normalistas in the 21st century |
| title_full |
Between inequality, criminalization, and resistance: school as a life option for rural normalistas in the 21st century |
| title_fullStr |
Between inequality, criminalization, and resistance: school as a life option for rural normalistas in the 21st century |
| title_full_unstemmed |
Between inequality, criminalization, and resistance: school as a life option for rural normalistas in the 21st century |
| title_sort |
between inequality, criminalization, and resistance: school as a life option for rural normalistas in the 21st century |
| description |
Rural teacher training colleges were part of the post-revolutionary government project in Mexico, aimed at educating peasants in rural areas. More than 100 years after these institutions were founded, their relevance within the education system is constantly being questioned, which has led them to face difficult conditions for their continued existence, from infrastructure, teacher salaries, academic stability, and boarding conditions for students. Conflicts between these schools and state governments are common, as the latter often withhold federal resources allocated through the national budget.
In light of this situation, students maintain an attitude of defense of rural teacher training colleges, as recently alluded to in various academic documents. Our interest is to investigate the subjective characteristics of teacher training students that allow us to understand their choice and permanence in this type of education, despite the great inconveniences they face.
This article is divided into two sections: the first addresses the state of research on rural teacher training, identifying an emphasis on the themes of inequality, criminalization, and resistance. The second presents the initial field experiences during three visits to the Vasco de Quiroga and Mactumactzá rural teacher training colleges, as well as the exchanges with their students. These two initial stages of research allowed us to explore the students' motivations and perceptions, situating them as forms of action, expression, and resistance in the face of educational inequalities and the situations of criminalization that they constantly face in these institutions. |
| publisher |
IRICE (CONICET-UNR) |
| publishDate |
2025 |
| url |
https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/1955 |
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I15-R240-article-19552025-09-17T19:14:08Z Between inequality, criminalization, and resistance: school as a life option for rural normalistas in the 21st century Entre desigualdad, criminalización y resistencia: la escuela como opción de vida de los normalistas rurales en el siglo XXI Álvarez León, Mayra Elizabeth Gutiérrez Serrano, Norma Georgina Sarmiento Silva, Sergio normal education teacher training rural education documentary review educación normal formación de profesores educación rural revisión documental Rural teacher training colleges were part of the post-revolutionary government project in Mexico, aimed at educating peasants in rural areas. More than 100 years after these institutions were founded, their relevance within the education system is constantly being questioned, which has led them to face difficult conditions for their continued existence, from infrastructure, teacher salaries, academic stability, and boarding conditions for students. Conflicts between these schools and state governments are common, as the latter often withhold federal resources allocated through the national budget. In light of this situation, students maintain an attitude of defense of rural teacher training colleges, as recently alluded to in various academic documents. Our interest is to investigate the subjective characteristics of teacher training students that allow us to understand their choice and permanence in this type of education, despite the great inconveniences they face. This article is divided into two sections: the first addresses the state of research on rural teacher training, identifying an emphasis on the themes of inequality, criminalization, and resistance. The second presents the initial field experiences during three visits to the Vasco de Quiroga and Mactumactzá rural teacher training colleges, as well as the exchanges with their students. These two initial stages of research allowed us to explore the students' motivations and perceptions, situating them as forms of action, expression, and resistance in the face of educational inequalities and the situations of criminalization that they constantly face in these institutions. Las escuelas normales rurales fueron parte del proyecto gubernamental posrevolucionario en México, orientado a la educación de los campesinos en las zonas rurales. A más de 100 años de la fundación de estas instituciones se cuestiona de manera contante su pertinencia dentro del sistema educativo, lo que las ha llevado a enfrentar difíciles condiciones de permanencia, desde la infraestructura, los salarios docentes, la estabilidad académica y las condiciones de internado para los alumnos. Son comunes los conflictos de estas escuelas con los gobiernos estatales, quienes suelen retener los recursos federales asignados mediante el presupuesto nacional. Ante esta situación, los alumnos mantienen una actitud de defensa de las normales rurales, de reciente alusión en diferentes documentos académicos. Nuestro interés es indagar sobre rasgos de la subjetividad de los normalistas que permitan comprender su elección y permanencia en este tipo de educación, a pesar de los grandes inconvenientes que enfrentan. Este artículo se divide en dos secciones: la primera aborda el estado de la investigación sobre el normalismo rural, donde se identifica un énfasis en las temáticas de desigualdad, criminalización y resistencia. La segunda presenta las primeras experiencias de campo durante tres visitas a las normales rurales Vasco de Quiroga y Mactumactzá, así como los intercambios realizados con sus estudiantes. Estos dos momentos iniciales de investigación permitieron la exploración de las motivaciones y percepciones estudiantiles, situándolas como formas de acción, expresión y resistencia frente a las desigualdades educativas y las situaciones de criminalización que se enfrentan de manera constante en estos recintos. IRICE (CONICET-UNR) 2025-06-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/html application/zip https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/1955 Revista IRICE; Núm. 48 (2025); e1955 2618-4052 0327-392X spa https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/1955/3294 https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/1955/3295 https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/1955/3296 Derechos de autor 2025 Mayra Elizabeth Álvarez León, Norma Georgina Gutiérrez Serrano, Sergio Sarmiento Silva https://creativecommons.org/licenses/by-nc-sa/4.0 |