Perceptions of community resilience among Peruvian rural teachers: A narrative-generative perspective

Teaching practices developed in rural contexts face various challenges stemming from historical, cultural, and environmental factors, striving to adapt to the demands and difficulties involved in the teaching-learning processes within rural settings. Objective: To explore the perceptions of rural teachers from Lambayeque (Peru) regarding community resilience. Method: A qualitative approach was used, with a descriptive, exploratory, and cross-sectional design. Participants were intentionally selected and consisted of 12 teachers from rural schools in Lambayeque. Indepth interviews were conducted using a narrative-generative perspective. The narratives were analyzed through content analysis, following the principles of grounded theory. Results: Teachers perceive community resilience as an essential capacity for functioning in rural areas, and teacher identity is conceptualized through generative practices despite the challenges of the region.