Objective:

This study reflects on the perceptions of a group of teachers from the central and rural region of Huánuco (Peru) about gender roles in school, motivation to work in the rural sector and teacher training.

Methodology:

From a qualitative and descriptive design, a group of teachers with extensive experience and knowledge of the regional culture and rurality were interviewed.

Results:

The findings point to the validity of certain roles in the classroom, where girls are trained to be responsable for domestic tasks, while boys are oriented to intellectual tasks. In addition, there is a lack of motivation on the part of teachers to work in the rural sector and little concern on the part of the State to train them in gender approach.

Conclusions:

The need to address teacher training for gender perspectives in rural schools in the context studied is evident.

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