Reflections and narrative experiences: some perspectives for Spanish Language teacher training

In this text, we present some epistemological views regarding the teaching of the Spanish. The article arises from the participation of the authors in a virtual discussion forum promoted by the Study Group on Teaching and Training Practices for Spanish Language Teachers (GEPPELE). As a methodological strategy to promote interaction and debates in the forum, we proposed to the participants a reflective exercise about their teaching practices and invited them to develop self-assessment narratives about their teaching and / or learning processes of Spanish. The material shared in the forum resulted from collaborative texts that support our reflections for the training of Spanish teachers, taking into account narrative studies in language teaching (TELLES, 2008) and teacher reflexivity as an orientation for the emancipation of the language teacher (CELANI, 2010). The experience in the forum revealed the power of critical thinking as a way to transform pedagogical practices related to the participants ' different social and cultural contexts of action.