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

Este libro nos ofrece distintas narrativas, fruto de la experiencia un grupo de personas relacionadas de una u otra forma por la investigación cualitativa, más específicamente por la indagación narrativa. Una inmersión en sus vidas, a través de diferentes relatos que pretenden resistir y transformar la realidad desde el compromiso con la acción, aún a riesgo de caer en la marginalidad. Es en parte, una invitación a pensar desde otras perspectivas y en otros términos la forma de entender la labor de investigar, cuestionando así las lógicas imperantes. Una muestra de que la investigación en la Universidad y el compromiso político con la sociedad, lejos de ser incompatibles, dan sentido a nuestra labor.

The notion of biographical learning is elaborated in the field of continuous professional training: it is linked to the recognition of knowledge and competences derived from experience and it includes training approaches and content for the individualization of personal and professional trajectories. Likewise, it brings to the surface the founding role of the biographical relationship in training, the training processes through life stories, giving access to the experiential dimension of learning processes and to the biographical construction logic from which the acquisition and the appropriation of knowledge derive. With the notions of experience knowledge, the biographical constitution of knowledge, the notion of biographical learning contributes to framing a biographical theory of learning.

My idea of a teacher is someone who enters into the classroom with texts which has already read and with books that will be slowly read again. The teacher will talk to students about these books, so they will have become, through this gesture of reading, students and studious. Teacher is someone who studies in a studious retreat, taking pleasure in it, and also someone who gives to study. It is also related with the space of a classroom, or a room, converted into a place (and not merely considered as a "learning environment"). Teacher is someone who makes his or her profession in a way of life and not just a means of livelihood or a job performance. My idea of a teacher is anachronistic, it is surely out of date and probably useless. It opposes the characteristic modes that define these times, where slowness, waiting and duration no longer seem possible and are being ridiculed as life choices. This paper is a vindication of the idea of the teacher as a studious professor who seeks to give study to his students, who go to school to learn together with others through study: reading, writing, thinking, talking.

In this article, the experience of methodological change lived in the Infant School “El Llano” in Paterna de Rivera (Cádiz) is related. Thanks to this experience, teachers in this school have advanced towards innovative educational practices, in a training process in which the entire centre has participated. We analize advances and setbacks, difficulties and opportunities found on the long way.

The reflections presented in this article concern with my experience in the Practicum subject (Childhood Education degree) from a reflective perspective, in line with what was learned in previous subjects, and supported by working with diaries, stories of experience and portfolios. The purpose of this journey through my actions and reflections as a student teacher is offering a critical vision as well as a friendly way of relating to the teaching profession, in order to create awareness about the commitment we have with childhood.

This Minimal story is addressed to Nobody, to those who have not been systematically heard and recognized. You must be aware of this to promote an educational praxis for transformation and emancipation.

José Gimeno Sacristán is a retired Professor of Didactics and School Organization at the University of Valencia (Spain). He is one of the most recognized pedagogues in our country and, without a doubt, one of the most influential figures in the educational field in Spain nowadays. In the interview, the author keeps a speech filled of personal anecdotes through which it is possible to rebuild his academic career, while at the same time we can better understand the social, political and scientific background of the Spanish Transition and the subsequent decades. The author also brings us closer to his vision of the meaning of education, culture and pedagogy today. Stopping, particularly, on one of the most highlighted topics in education: the school curriculum. Link: https://www.youtube.com/watch?v=ySkzpOls3cI&feature=youtu.be  

Editorial de presentación del Volumen 1 número 2 de Márgenes, Revista de Educación de la Universidad de Málaga. Tercer número de la revista, compuesto por un total de 20 trabajos, distribuidos en las diferentes secciones. Se trata de un número de carácter ecléctico en el que continuamos ofreciendo contenidos fieles a las premisas y los pilares educativos con los que partíamos. 

This year we have lived an unexpected experience that has meant an almost total stop of our daily activity. The health crisis has been a reflection or a sign of some dysfunctions that we have naturalized in our western societies. As a result of this experience, the text tries to show some feelings and thoughts born from this event as an occasion to rethink ourselves towards a more sustainable life, and it considers education as a key place for the development of care and the relationship. It shows the bewilderment and the risks that forgetting what we have lived can entail, leading us once again to neglect essential dimensions of life in common. In this sense, it is an invitation to take seriously the importance of education and teacher education as essential goods for that community life.

Being a guide or companion has become a cliche in the educational world, also in teacher education. However, the mere fact of proposing ourselves as teachers a mediating place does not resolve the situation. It is necessary to explore this idea of mediation and to create its own meaning in teaching. In this text, the author reflects on a specific aspect: if teaching means to show and not to indoctrinate, does the function of a teacher consist in "showing all the possibilities", or in opening the possibility of "thinking about the posibilities"?