Teacher training and pedagogical research in a network: notes for a “collective hermeneutics” around stories of experiences

Abstract

In this article we present some questions and reflections on teacher training strategies and pedagogical research focused on the production of pedagogical stories. On this occasion, those that take place in the “Network of Teacher Training and Pedagogical Narratives”, a University Extension Program of the Faculty of Philosophy and Letters of the University of Buenos Aires, within the framework of which we have been working since 2010. In it, we set out to deploy the device of narrative documentation of pedagogical experiences in a work and organization space as particular as that implied by a network. Therefore, in this article we propose to attend and ask ourselves how this device can contribute to generate or strengthen the horizontal, collective and co-participatory dimension that promotes networking between different pedagogical subjects to think and redefine research-training processes -action. In this sense, we are interested in investigating this co-construction of knowledge, in order to problematize the positions established in the pedagogical field, from a political-epistemological position that rests on the firm conviction that it is necessary to think of other policies for training and teacher professional development.