Challenges and emerging roles of teachers in Amazonian schools in the post-pandemic phase

Egúsquiza Loayza R.E.; Quispe Ochoa M.P.; Tineo Quispe L.E. · Revista de Investigacion en Educacion (2025) · DOI: 10.35869/reined.v23i1.6121

Resumen

The scientific, technological and social changes produced in the course of the 21st century and the post-pandemic context, have configured new educational demands for teachers, particularly those who work in rural schools in the Amazon regions, punished by the high rate of poverty and by the lack of access to communication and internet signal, among others. The objective of the study was: to identify roles and challenges of teachers in Amazonian schools, facing scientific and social changes and the post pandemic; through a descriptive and qualitative study, using the phenomenological method and semi-structured interviews to a purposive sample of 12 teachers from 4 Amazonian departments of Peru. The data processing consisted of analyzing the categories and corresponding codes with the support of Atlas. Ti. The conclusions of this study focus on the following: effectiveness in competency-based teaching, full capacities as intercultural education teachers, contribution to the democratic management of schools, construction of inclusive school coexistence open to the community, permanent renewal of their pedagogical practice in the face of demands, compliance with work ethics, and action on the integral wellbeing of students and teachers themselves. Copyright © Facultad de CC. de la Educación y Deporte.

Instituciones: Universidad Antonio Ruiz de Montoya