Living with Uncertainty: A Teacher's Autoethnobiography on the Experience of Violence and Rural Schools

This article analyzes how the teaching experience at a rural school in Tame, Arauca, sheds light on the relationships between uncertainty, violence, memory, territory, and education. It explores the meanings that teaching and learning take on in a context where precautions, silences, and everyday decisions are part of community life. Methodologically, the study employs a qualitative, autoethnobiographical approach, drawing on field journals, teaching logs, reflective records, and memoirs compiled between 2023 and 2026. The analysis identified four findings: uncertainty as territorial knowledge of care; the rural school as a space for support and community continuity; silences as forms of memory and protection; and the transformation of teachers’ identities through learning from the territory. The discussion shows that school does not eliminate the effects of violence, but it can strengthen bonds, recognize local knowledge, and sustain expectations for the future. The study concludes that rural teacher education requires approaches that are ethical, territorial, and sensitive to community memories.