NARRATIVE DOCUMENTATION OF PEDAGOGICAL EXPERIENCES THROUGH SELF-NARRATIVES: FORMATIVE, THEORETICAL, AND EPISTEMOPOLITICAL DIMENSIONS

Abstract

The text addresses narrative documentation not only as an individualized narrative practice but deepens the discussion of this device in its radical and repulsive epistemopolitical dimension by inserting, in the context of conversations between peers or colleagues, other ways of thinking about the pedagogical practice and the professional identity policies that structure teacher education. We elucidate the epistemopolitical condition that starts to be configured through self-narratives and the conversation about them as a collective hermeneutics of the teaching experience and the pedagogical conception of education in a plural and dialogic way. Inspired by research-training-action approach, ethnography, and (auto)biography, we believe that the narrative documentation device, built upon pedagogical reflection, provides other outlines and another density to the formative process of the subjects, evidencing the authorship and autonomy of teaching knowledges instituted through the questioning of experience.