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

Teachers have a leading role in the transmission of history and in building a democratic citizenship. Current teacher training curricula do not offer future teachers a solid historical background that would allow them to position themselves as critical professionals facing past knowledge. This deficiency responds to a neoliberal educational model that favors productivity to the detriment of social justice. The present work tries to make known the trajectory of the Teaching Innovation Project "Memory of the contemporary school: oral and iconographic sources and other pedagogical resources for teacher training" of the University of Valladolid. The goal of this Project, in which several subjects of the Teaching Degrees are involved, is to teach our students the history of the contemporary school through the testimony of groups traditionally excluded from the official historical narrative. This commitment to recover the past through inter-generational relations and oral history has led, up to now, to more than 350 students becoming aware of the importance of history in their training as education professionals. Contact with testimonies from former students and teachers of the school from our immediate past and the development of reflective and research skills, has allowed our students to question the hegemonic imposition of knowledge and the existence of a unique story. The value of this sort of learning is crucial to the formation of critical professionals committed to a democratic educational model.

This text arises from a doctoral research and aims to reflect on the paths of experience-training developed through the Narrative Documentation of Pedagogical Experiences with teachers from Rural High School, the final stage of Basic Education. The research was carried out in a rural school in an inner city of Bahia state named Juazeiro. The research had  seven collaborators in the production of pedagogical narrative documents. In this text we discuss the development of the Narrative Documentation of Pedagogical Experiences device in a reflexive movement regarding its production as a narrative document, it constitutes itself as an epistemological-political-methodological device that supported the research. We believe that the inclusion of the Narrative Documentation of Pedagogical Experiences made it possible to access this place of the research, not only the identification of elements that validate the debates around the constituted research problem, but to find dialogues with the collaborating teachers of the study, understandings in the process that point to the elaboration of other meanings towards a “knowledge policy”. In this way, autonomy and teaching authorship about their knowledge are built. Narrative Documentation of Pedagogical Experiences; Experience; Rural High School; Teaching authorship; Knowledge.

In this paper, we show narrative research in education from an position "other". That is, a perspective that work away from an interpretive, hegemonic epistemological perspective, which is influenced by a neoliberal managerialist view of education, situated in a utilitarian-asymmetric position between researcher / a-participant. This hierarchical position “subordinates” vulnerable people, especially from marginalized groups at school and socially. We go around  an epistemological and methodological journey in another sense. We think about narrative research in education in a decolonial key, as an ethical-political process, of relationship, dialogue and horizontal co-interpretation, in which we co-participate in a process of transformation and collective action. We understand that narrative and transformation, global and local, personal and collective, are articulated on the same stage. The decolonial turn presents a double challenge to narrative research, on the one hand it resignify knowledge, methodologies, the academic context and the meaning of narrative as a decolonizing process; and on the other, it place us in the field of life to co-construct, in the social and educational context, spaces of shared knowledge and joint action, with performative methodologies that provoke an alternative social and educational debate.

This work narrates essential moments of the meeting of its authors with the work of Paulo Freire. Its purpose is to present a careful reflection of Freire's educational theory's selected topics and to answer some objections that it offers. Therefore the paper is structured as follows—first, a brief description of one of the authors' experiences with Freire's work. Second, we focus on the concept of ontological vocation to "be more", the basis of the philosophical anthropology of Freire's theory. Third, we focused on the way of understanding school content by responding to accusations of not overriding the "knowledge of everyday experience". It highlights the dialogical, interdisciplinary, and contextualizing aspects of Freire's way of treating knowledge. Fourth: we focus on the reasons that firmly hold the faith Freire had in the people, which is explicit in his life and work. Finally, consistent with a thought that is alive, and was elaborated in movement and for movement, we conclude with questions that point out paths for future reflections and investigations.  

This article arises from the practice of a narrative pedagogy (Contreras, Qulies-Fernández y  Paredes, 2019), and focuses on the development of pedagogical knowledge of teachers and students participating in a workshop course in the context of an initial teacher training program. The training process is intertwined and affected by the so-called "Social Outbreak" produced in Chile in October 2019.   The reflections, dialogues and stories produced in the context of the course are (re) elaborated by the teachers in charge of it from a narrative inquiry approach, who co-construct a meta-account of the pedagogical training experience. The emotions, reflections and resonances produced by this reciprocal affectation between event - social outbreak - and pedagogical formation, configure the argumentative line of this article, which investigates the biographical trajectories of those who participate, the experience of pedagogical transformation in the emotional connection with the students and the possibilities of developing professional capacities based on a pedagogical sensitivity in initial training.

This paper aims to show how teachers constantly experience tensions in their work activities related to the social, political and cultural demands that lie with them; the significance of being a teacher in today’s educational scenario, highlighting its idealized figure which limits the subjectivity and, therefore, their emotional response. For this reason, narrative research is implemented as a manner of offering them a possibility for expressing, in their own voice, circumstances and experiences that permit them to critically question themselves the way how the emotions and the gender role are conceived within the education environment. To enrich the dialog, the central ideas are supported by authors that address the emotions from a holistic point of view and also question some demands related to the teacher’s figure.

This article seeks to understand the role of the narrative experience in the construction of the professional identity of the Chemistry teacher. It also proposes narrative research as a way to build knowledge in Natural Sciences. To do this, a study with a phenomenological-hermeneutical approach is presented, which allowed us to trace a methodological path and, therefore, interpret the narratives. It is understood that the experiences documented in narrative form improve the collaborative processes of conversation, reading, writing and rewriting in the training of teachers. Therefore, the constructed interpretations lead us to understand the narrated experience and to argue that narrative writing provides a way of thinking and talking about teacher training in Chemistry. In this sense, the importance of Narrative Research Wheels in the training of Chemistry teachers is discussed as a possibility to build knowledge, share experiences and, thus, favor the learning and appropriation of narrative language in Chemistry.

From the research trajectory of the authors and in dialogue with post-humanist contributions, this article addresses the issue of subjectivity in research on life stories. It does so by considering how the humanist ontoepistemological perspective guides a large part of the qualitative research of the 1980s and 1990s. This humanist orientation, which affects how life history research is approached, places the identity of those being researched in a web of dichotomies and binarisms. This plot, which is conducive to universal truths and values, focuses on the Cartesian cogito and the assumption of the researcher/researched who knows about themselves. In the second part we propose a shift towards a post-humanist subjectivity that pays attention to what would be a geography of assemblages. This approach can contribute to research into life histories from assembly strategies that make visible not the trajectory of a singular, fixed, and predictable subject, but the displacements of a nomadic subject crossed by multiplicities. As this is about contributing to a research perspective that recognises the limitations of ‘one’ story, that theorises the ethics of narratives and that confronts the limits of the narrative ‘I’.

The aim of this article is to contribute to studies on the narrative reflexivity that is translated into the processes of production and reception of autobiographical narratives. I question the hesitant entry of subjectivity into qualitative research, adopting the perspective proposed by Dilthey (2010), who considers the links between "life, lived experience and science" to be inseparable. I intend to problematize the narrative reflexivity as a human capacity to understand and give meaning to what happens and to what happens to us (Larrosa, 2002). The comments are located in the area of narrative approaches in education, more specifically, in that of life stories in professional education (Pineau & Le Grand, 2014), biographical research in education (Delory-Momberger, 2005), and (auto)biographical research (Passeggi & Souza, 2017). From these approaches, I will discuss the challenges of a narrative-autobiographical paradigm, defending the importance of notions rooted in human experience. This allows me to propose three dimensions of subjectivity that are structured in the narrative and according to the reflexive and hermeneutic effort of an individual to establish interconnections between lived experiences and historical consciousness. The final considerations emphasize that the knowledge produced through approaches of the narrative-autobiographical paradigm has the objective of establishing interconnections between the singularity of the self (auto), life (bios) and scientific discourse (graphics).

The text focuses on discussions about the “world of life” and its interfaces with conceptual notions of experiences and events for the field of (auto)biographical research, in the strand of research-training. Experiential and formative dispositions built in the context of the Research Group (Auto)biography, Education and Oral History (Grupo de Pesquisa (Auto)biografia, Formação e História Oral - GRAFHO), in a discursive and textual dialectic, allow me to theorize, in an archaeological digression, ways in which life-education-profession intertwine and unfold as an epistemological and political option of work in the field of (auto)biographical research. The idea of an event as a discourse, as a practice and (auto)biographical disposition, is inscribed as potent for the analysis that will be carried out, as I will seek to situate events-experiences that make it possible to intertwine dimensions about life and education; dialogues about self-writing, narratives and teacher training; training and research practices; and, finally, challenges and epistemological openings of the (auto)biographical research.