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