Stories from teachers and teachers in training. The notion of pedagogical bio-library as a research, political and epistemological commitment

This article shares some reflections built from a series of ongoing studies, aimed at investigating teaching practices and training experiences from a (self) biographical-narrative approach. The line of research that brings them together seeks to dispute pedagogical meanings, promote processes of co...

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Detalles Bibliográficos
Autores principales: Argnani, Agustina, Fiorino, María Lucía, Nitti, Fiorella
Formato: Artículo revista
Lenguaje:Español
Publicado: Centro de Investigaciones de la Facultad de Filosofía y Humanidades 2024
Acceso en línea:https://revistas.unc.edu.ar/index.php/Cuadernos/article/view/45056
Aporte de:
Cuadernos de Educación de Universidad Nacional de Córdoba
id I10-R347-article-45056
record_format ojs
spelling I10-R347-article-450562024-10-28T21:17:45Z Stories from teachers and teachers in training. The notion of pedagogical bio-library as a research, political and epistemological commitment Relatos de docentes y docentes en formación. La noción de bio-biblioteca pedagógica como apuesta investigativa, política y epistemológica Histórias de professores e professoras em formação. A noção de bio-biblioteca pedagógica como compromisso de pesquisa, político e epistemológico Argnani, Agustina Fiorino, María Lucía Nitti, Fiorella This article shares some reflections built from a series of ongoing studies, aimed at investigating teaching practices and training experiences from a (self) biographical-narrative approach. The line of research that brings them together seeks to dispute pedagogical meanings, promote processes of co-training and professional development among peers, and intervene in the educational debate through discursive practices and pedagogical works written by teachers and teachers in training.The notion of bio-library allows us to investigate the processes of identity construction and the formation of a textual corpus that collects and mobilizes the voices of those who find in the narrative records a peculiar way of investigating and enriching the pedagogical field, highlighting its historical character, dynamic, contingent and localized. Keywords: pedagogy, teacher training, pedagogical experience, (auto)biographical-narrative research, professional career. Este artículo comparte algunas reflexiones construidas a partir de una serie de estudios en curso, dirigidos a indagar prácticas de enseñanza y experiencias formativas desde un enfoque (auto)biográfico-narrativo. La línea de investigación que los reúne busca disputar sentidos pedagógicos, promover procesos de co-formación y desarrollo profesional entre pares e intervenir en el debate educativo mediante prácticas discursivas y obras pedagógicas escritas por docentes y docentes en formación. La noción de bio-biblioteca nos permite indagar los procesos de construcción identitaria y la conformación de un corpus textual que acopia y moviliza las voces de quienes encuentran en los registros narrativos un modo peculiar de indagar y enriquecer el campo pedagógico, realzando su carácter histórico, dinámico, contingente y localizado. Palabras claves: pedagogía, formación docente, experiencia pedagógica, investigación (auto)biográfico-narrativa, trayectoria profesional. Este artigo compartilha algumas reflexões construídas a partir de uma série de estudos em andamento, que visam investigar práticas docentes e experiências formativas a partir de uma abordagem (auto)biográfica-narrativa. A linha de pesquisa que os reúne busca disputar sentidos pedagógicos, promover processos de coformação e desenvolvimento profissional entre pares e intervir no debate educacional por meio de práticas discursivas e trabalhos pedagógicos escritos por professores e professores em formação.A noção de bio-biblioteca permite investigar os processos de construção identitária e de formação de um corpus textual que recolhe e mobiliza as vozes daqueles que encontram nos registros narrativos uma forma peculiar de investigar e enriquecer o campo pedagógico, destacando seu histórico caráter, dinâmico, contingente e localizado. Palavras-chave: pedagogia, formação de professores, experiência pedagógica, pesquisa (auto)biográfico-narrativa, trajetória profissional Centro de Investigaciones de la Facultad de Filosofía y Humanidades 2024-05-20 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.unc.edu.ar/index.php/Cuadernos/article/view/45056 Cuadernos de Educación; No. 23 (2024): Cuadernos de Educación N° 23; 7-21 Cuadernos de Educación; Núm. 23 (2024): Cuadernos de Educación N° 23; 7-21 2344-9152 1515-3959 spa https://revistas.unc.edu.ar/index.php/Cuadernos/article/view/45056/45079
institution Universidad Nacional de Córdoba
institution_str I-10
repository_str R-347
container_title_str Cuadernos de Educación
language Español
format Artículo revista
author Argnani, Agustina
Fiorino, María Lucía
Nitti, Fiorella
spellingShingle Argnani, Agustina
Fiorino, María Lucía
Nitti, Fiorella
Stories from teachers and teachers in training. The notion of pedagogical bio-library as a research, political and epistemological commitment
author_facet Argnani, Agustina
Fiorino, María Lucía
Nitti, Fiorella
author_sort Argnani, Agustina
title Stories from teachers and teachers in training. The notion of pedagogical bio-library as a research, political and epistemological commitment
title_short Stories from teachers and teachers in training. The notion of pedagogical bio-library as a research, political and epistemological commitment
title_full Stories from teachers and teachers in training. The notion of pedagogical bio-library as a research, political and epistemological commitment
title_fullStr Stories from teachers and teachers in training. The notion of pedagogical bio-library as a research, political and epistemological commitment
title_full_unstemmed Stories from teachers and teachers in training. The notion of pedagogical bio-library as a research, political and epistemological commitment
title_sort stories from teachers and teachers in training. the notion of pedagogical bio-library as a research, political and epistemological commitment
description This article shares some reflections built from a series of ongoing studies, aimed at investigating teaching practices and training experiences from a (self) biographical-narrative approach. The line of research that brings them together seeks to dispute pedagogical meanings, promote processes of co-training and professional development among peers, and intervene in the educational debate through discursive practices and pedagogical works written by teachers and teachers in training.The notion of bio-library allows us to investigate the processes of identity construction and the formation of a textual corpus that collects and mobilizes the voices of those who find in the narrative records a peculiar way of investigating and enriching the pedagogical field, highlighting its historical character, dynamic, contingent and localized. Keywords: pedagogy, teacher training, pedagogical experience, (auto)biographical-narrative research, professional career.
publisher Centro de Investigaciones de la Facultad de Filosofía y Humanidades
publishDate 2024
url https://revistas.unc.edu.ar/index.php/Cuadernos/article/view/45056
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last_indexed 2025-02-05T22:10:46Z
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