THE TEACHER'S VISION IN THE CONSTRUCTION OF COMMUNITY IDENTITY AND ATTACHMENT IN THE RURAL CONTEXT

Abstract

This systematic review analyzes the vision of the rural teacher as a socio-cultural mediator in strengthening community identity and territorial attachment—processes threatened by the hegemony of decontextualized curricula and educational globalization. The primary objective was to document the theoretical and pedagogical trends that shape the praxis of rural teachers amidst the tensions of modernity. Methodologically, documentary-bibliographic research was conducted at a descriptive level, following the PRISMA statement guidelines to screen 19 high-impact studies indexed in Scopus, SciELO, and Redalyc (2020-2025). Among the most significant findings, it is highlighted that rural teachers transcend technical instruction to assume the role of transformative intellectuals, whose relational authority and affective bond with the community serve as pillars of cultural resistance. The results demonstrate that attachment is not merely geographical permanence but a symbolic construction enhanced by an "ecology of knowledge" that validates peasant knowledge against urban scientism. The discussion, grounded in Freire's critical pedagogy and Morin's complex thought, reveals that the rural school becomes a center for cognitive justice when the teacher integrates the territorialities of the environment into situated learning. It is concluded that community identity is a dynamic category requiring a transmodern teaching vision, capable of redefining educational quality through social relevance and the sustainability of local life projects. The study provides a robust epistemological basis for designing teacher training policies that prioritize anthropological sensitivity and social leadership in rural territories.