Sistema Regional de Información
en línea para Revistas Científicas de América Latina,
el Caribe, España y Portugal

Globalization, technology, social insecurity, information era and human diversity are socio-historical changes in which the latest generation of university students have been raised. Among the foundational responsibilities of higher education lies the need to be aware of those challenges and their implications for students’ academic education. Ignoring the consequences of those changes may leave a gap that could translate formal education into a mere theoretical unconnected process. This article presents findings from a multiple case study that analyzes the role of transferable skills in higher education and the impact of experiential learning in the development of these skills. Findings include the experiences of students and teachers who recorded challenges, successes and failures regarding the development of skills such as effective communication, social skills, management of emotions, decision-making, work ethics and time management in their program.  From this study, there is a call for: establishing a common definition that unifies the conceptualization of transferable skills, identifying the required skills for teacher education programs and other specializations and providing a direction towards explicit instruction of transferable skills in higher education programs.

The purpose of this article is to present one of the ways in which teachers’ professional identity is expressed. Stemming from research proposed by GIEEC (Grupo de Investigación en Educación y Estudios Culturales, part of CIMEd ), these findings are part of a project which purpose was to explore teacher’s professional identity. The field work for the Project took a year and was composed of narrative interviews to teachers in charge of future teacher’s education courses working at School of Humanities belonging to UNMDP. Those encounters uncovered the interviewees need to resort to metaphors as a resource to convey their being/becoming teachers’ educators. The semantics fields present in the narratives meet and weave the identity fabric in three key knots: teaching as a journey, teaching as a game and teaching as an artistic performance. In the following sections, we present some aspects related to the inquiry and the way in which metaphors arise as an essential part of that teachers’ identity fabric

This article addresses issues related to research policies and trends in rural education in three Latin American countries: Mexico, Colombia and Peru. The guiding threads are the renewed interest that exists in the region for knowledge of rural schools, the established dialogue -not free of tension- whit educational policies and the shared search for inclusive schooling in rural areas. The story highlights features of the particular contexts where knowledge is produced and the future of the rural school is settled; it reviews trends and research topics that germinate in the landscape; and it refers to some public actions that, in each country, are being undertaken for improvement. By way of closing, reflections are made on the main directions of research work in the region and the horizons looming for the education of the rural population.

Accompanying students during their practicum can be a formative experience for both, teacher and student. Through situations like the one narrated here, the teacher's attention to one of her children causes the student to open new questions. Is it true that the teacher dislikes this child? What is behind this apparent non-listening?

There are certain misunderstandings in early childhood education that need to be rethought every so often. The author points to some of these issues, such as the role of families or that of evaluation, offering us arguments for reflection.

The paper that we present has the purpose of recovering the experiences and knowledge that as research group, integrated through what in Mexico is called the Academic Body (AB), we acquired in relation to the collegiate research work developed over ten years. The contributions are derived from the development of several projects that we elaborated related to training for research in postgraduate studies in Education in Mexico, which relied on the narrative to recover through interviews, the experiences and knowledge that as tutors of these programs accumulated on the methodology and didactics of educational research. As research teachers and a decade after the formation of the first AC in the Higher Education Sciences of the State of Mexico, we consider it important to systematize reflect and share our trajectories, experiences and knowledge around the processes of collegiate training, as well the problems and institutional, collective and personal tensions that we face both in training of researchers. The writing is divided into two parts: in the first we give an account of the context, purposes and importance of the AB for Higher Education Institutions in Mexico. In the second part, in which we share experiences and knowledge in relation to collegiate work, the problems we face, the way in which the we have raffled as well as its importance to our academic training and professional.

We begin this article by describing how we have arrived at post-qualitative research, our research commitment in a world in permanent change and transformation, and how this influences and affects our narrative evolution, seeking to overcome the teaching / research binarism. Two questions guide our inquiry, the first related to the search for meaning in our narrative practice with the ontological opening of the post-qualitative turn and the interesting debates that are taking place around it in the field of educational research. To answer the first of these questions, throughout the text we present and dialogue with what the post-qualitative turnaround has meant for us and relate it to narrative research. The second question is focused on how to reimagine new ways of communicating our research, knowledge and experiences. So later, adopting a more rhizomatic style, we explore new communicative ways with audiences, to achieve, with the presentation of different assemblies, involve potential readers and readers as active participants in the search for the meaning of the text and share what that this ontological opening allows us to think about our narrative commitment: deconstructive, democratic and decolonial.

This paper presents two research works developed in narrative and (auto) biographical key produced within the framework of an UBACyT Research Project at the Faculty of Philosophy and Letters, University of Buenos Aires. The training experiences of students linked to educational proposals on the edges of the school system remains under review. Rebuilding these experiences led us to dialogue, problematize and systematize the tools for data collection and treatment that we use in our theses. From this reflective exercise we managed to share common "moments" that our research works went through in methodological terms. Far from establishing "models" or "recipes" to follow, we seek to socialize our knowledge of experience in this field of research to propose potentialities, findings and limitations (epistemological, practical and political) of the narrative biographical approach in education.

We present an experience of interuniversity and interdisciplinary educational innovation that in the framework of an Educational Innovation Project was developed during the 2017/18 and 2018/19 at the universities of Malaga, Cantabria, Basque Country, Extremadura and Cádiz. Through fourteen teaching narratives we approach the way in which teachers have approached the work with the written, oral and/or visual narratives of their students. The narratives show us different ways of working with narratives in the classroom and of developing dialogical and transformative processes that promote the construction, re-construction and de-construction of learning linked to the experiences of students and to the curriculum of their subjects. Narrative pedagogy is positioned as a training strategy capable of uniting the past, the present and the future in the collective discourses of students.

The present text shares paths taken with the (auto) biographical narrative approach, highlighting reflections on accompaniment lived through collective guidance and writing, as devices to live the narrative and collective  research and training. Taking the concept of “accompaniment in life stories” as a research path that is done with many others, we constitute a process of (co) shared orientation that involves students-teachers / researchers of undergraduate and graduate courses. The collective movements include the study of theoretical and methodological references, critical-reflexive reading of texts produced by ongoing research and narrative writings that take place throughout the entire movement. The experience that we have lived mobilizes us to reflect on the potential of collective guidance meetings in the context of (auto) biographical narrative research, as well as the search to understand the movements of narrative writing in the construction of educational research. The “epistemopolitical” approach dialogues with authors in the field, with contributions from Walter Benjamin, Paul Ricoeur and Bakhtin. The shared experience indicates that the collective orientations strengthen and stimulate narrative writing, generating learning in the construction of scientific knowledge, also enabling (trans) training in the lives of the subjects who participate in the formative processes mediated by the meetings, thus enhancing the fabric research narrative (auto) biographical formation in education and the construction of so many possibilities for formative experiences.