The narration of the educational experience as training. Narrative documentation and professional development of teachers

The text proposes not only to narrate the training of teachers as an experience and as a pedagogical research; but also, it proposes a particular method of professional teacher development focused on the qualitative and interpretative research of the school and its context. The importance of the narrative documentation as regards pedagogical experiences is a modality of pedagogical work among teachers, as well as among teachers and researchers, which promotes participation in processes of inquiry, co-training and collective action in the field of education. This methodological strategy of research-training-teaching action organizes a series of narrative and autobiographical practices with the purpose of encouraging participants to have the opportunity to relate stories about their teaching practice; and consequently, to reflect, inquiry and to write about them, with the objective to share and create a public deliberation and, moreover, a change. In particular, the author is interested in activating the pedagogical memory of the school and "deepening narratively" the public discourse about education.