This article stems from a doctoral research in the field of Argentine teacher training educational policies. The objective of the investigation was to interpret the potentialities and tensions assumed by the "Development Poles" program (2000-2010) in the course of its deployment at the various levels (macro-meso and micro) of its territorial concretion. Methodologically, the object of study is approached not only from the classic documentary and normative analysis of policies, but from the voices, experiences and practices of the subjects who intervened in its national planning and its implementation in the provincial and local areas. In this sense, the biographical-narrative approach was presented as a coherent methodological path for the investigation of policies from interpretive coordinates that recover the role of the subject in its different stages of realization. The paper presented here analyzes the pedagogical powers and the sensitive experiences that arose in a Teacher Training Institute in the context of the program analyzed. The results show that Poles of Development, through the realization of narrative workshops, seminars, playful productions, inter-institutional collaborative networking and democratic and didactic innovations, was configured into a significant program for the strengthening of teacher training and their own teaching practices. teaching. The study, by placing itself epistemically and methodologically in the field of educational policies from the voices and practices of the subjects, makes it possible to reach a more human analytical dimension that stimulates new inquiries in the field of study of teacher training.
