With this study we sought to understand how teachers who work in rural schools constitute the presentification of being-in-the-country to signify their existence, as well as producing experiences of being a teacher from a perspective of affirming an authentic life that is manifested in the entity that inhabits rural spaces. The study uses Narrative Research as a method associated with the qualitative approach as it makes it possible to think about the construction of a conception of rurality of presence that establishes being-in-the-country based on the studies of Heidegger (1991, 2012, 2015) and the poems by Manoel de Barros (2009, 2015, 2018). This study is anchored in the foundations of phenomenology and hermeneutics as it seeks to understand the being in its context of life and the meanings attributed to its condition of existing in rural contexts. The research was developed in rural schools in the municipality of Varzea do Poco, BA, Brazil, using narrative interviews and ethnographies of the countryside as devices, consisting of records made throughout the research with narratives about the experience. as, these being elementary school teachers from rural schools and residents of rural communities. It was concluded that the experiences of being a teacher are being produced according to the ways in which each teacher mobilizes and translates the meanings of the events that involve them in this process ofv inhabiting the countryside, enabling conditions to trans-perce the inhabited rural and the teaching profession in the countryside.
