Comunidades educativas en territorios rurales: narrativas docentes sobre las condiciones laborales en el Antropoceno

This article analyzes teaching working conditions in rural schools in the Piemonte da Diamantina Identity Territory, Bahia, connecting teachers' narratives with the theoretical debate on educational communities and the Anthropocene. Based on narrative interviews and comprehensive-interpretative analysis, central contradictions that permeate rural teaching were identified: on the one hand, structural precariousness, such as lack of infrastructure, low wages, multiple employment relationships, and insufficient initial training; on the other, community-based pedagogical practices that mobilize local knowledge, strengthen bonds of belonging, and configure rural teaching as a practice of resistance. The analysis shows that rural schools, even in adverse contexts, constitute spaces for memory, care, and pedagogical reinvention, assuming ethical and political relevance in confronting contemporary socio-environmental crises. The results highlight the need to strengthen public policies that value teachers and to deepen research that articulates education, socio-environmental justice, and educational communities within the Anthropocene.