Memória da educação do campo: narrativas de duas professoras da escola Ruy Alcântara de Albuquerque

Abstract

This work emerges from the desire to give voice to the memory and life trajectories of two public-school teachers whose professional experiences are intertwined with the processes and struggles of Rural Education. More than simply recording facts, the study seeks to understand the marks left by time, the challenges faced, the achievements celebrated, and the transformations built throughout their teaching careers. To make this study possible, the methodology of oral history was adopted, using narrative interviews as the main research instrument. Listening sensitively to these experiences made it possible to recognize that each memory carries profound meanings, revealing not only the educators' professional development but also the formation of a collective identity connected to the school and the community. The narratives show that the rural school goes beyond the physical space of the classroom: it is a territory of resistance, knowledge construction, and strengthening of social identity. Thus, the teacher's memory is not merely individual, but becomes a historical and educational heritage, contributing to an understanding of the transformative role of education in the life of the community.