Memory, story, and school: an opportunity to think about narrative research in teacher training. Memoria, relato y escuela: repensar la investigación narrativa en la formación docente

Abstract

The objective of this research article is to show some of the contributions that, from narrative research, can be provided in reference to teacher training. In order to achieve this objective, a qualitative research was designed, close to the hermeneutic-comprehensive approach. For the generation of information, a semi-structured interview was designed, validated and applied to 20 teachers from urban and rural areas of the sub-region of Bajo Cauca Antioquia, as well as a workshop on the design and construction of narratives. In reference to the analysis of the information, categorical matrices were applied and a triangulation of the data obtained with diverse specialized literature was carried out. Among the main findings, three important issues were identified: the value of the memory that inhabits each story, the element of catharsis offered by a timely narrative exercise, and the link between the story and its relevance to the world of the school. In conclusion, it can be seen that narrative research offers valuable reflective possibilities that, in turn, make possible the constant re-signification of teacher training processes.