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espanolEste articulo indaga narrativamente en las experiencias vividas por una maestra, sus alumnos de 5o de primaria y un investigador durante la realizacion de un proyecto escolar sobre el Alzheimer. Conjuntamente, maestra e investigador, presentamos algunas historias que nos permiten indagar en como las alumnas y los alumnos, a traves de distintas actividades escolares, exploran quienes son y como es el mundo que les rodea. Con una mirada narrativa, atendemos a lo educativo en relacion y desde su interrelacion con un mundo que traspasa las paredes de la escuela y desborda el curriculum prescriptivo. Para fi nalizar, elaboramos una propuesta que resignifica los procesos de ensenanza-aprendizaje como procesos de creacion, experiencias que permiten (re)crear nuestras relaciones con el mundo EnglishThis article is a narrative exploration of the experiences of a teacher, her 5th grade students, and a researcher during the realization of a school project on Alzheimer. In this study, teacher and researcher jointly present some stories that allow us to inquire about how students—through diff erent school activities—explore who they are and what the world around them is like. With a narrative approach, we focus on the educational aspects of the project and their connection with a world that goes beyond the walls of the school and overfl ows the prescriptive curriculum. Finally, we elaborate a proposal that re-signifi es the teaching-learning processes as creation processes, which allow us to (re)create our relationships with the world

This paper focuses on our experiences as teacher educators at the Faculty of Education at the University of Barcelona. It enhances how a narrative pedagogy might be lived as an educational practice to be alongside our students and their own ways to cultivate and shape their professional knowledge. To develop a narrative awareness and knowledge does not only require attending to the stories experienced by them before they are part of our university courses (although these experiences must be present). We believe it is about cultivating a narrative thought that, as a relational one, it enables pedagogical deepening. Thinking with our own and others' stories also has allowed us to ponder about how we prepared ourselves to teach. During the process it became crucial to imagine how we three were preparing ourselves to teach and to share a narrative pedagogy with our students. This experience is related to how we cultivate a narrative knowledge and in what ways the narrative inquiry is lived as a pedagogical practice. In this sense, the paper shows a range of ways in which a narrative approach might be present in a classroom as well as a reflective note about teacher education as a space for narrative inquiry.

En este artículo se propone una visión narrativa de la Didáctica, en cuanto que experiencia formativa en la formación inicial del profesorado. Se destacan tres fuentes entrelazadas en su configuración: a) las tramas narrativas que componen la vida de las clases y los procesos de enseñanza; b) las historias con las que profesores y estudiantes nos hemos ido construyendo y en las que se asienta nuestro saber experiencial; c) las historias que van configurando la experiencia de formación en la asignatura de Didáctica. La indagación narrativa ofrece un modo de tomar estas múltiples historias para aprender de y con ellas. Aquí se expone una visión de esta Didáctica narrativa a partir de la indagación realizada con una clase de primer curso en el grado de educación primaria. A partir de relatos de experiencias se muestra el proceso de gestación de saberes didácticos personales; un proceso solo comprensible en la trama de historias que se fueron viviendo en el curso. Saberes entendidos como una especial disposición para relacionarse con lo que va aconteciendo y para ir creando y cuidando, en relación con lo que sucede, la vida de una clase abierta a la enseñanza, al estudio y al aprendizaje. El artículo pretende aportar una experiencia indagada narrativamente para que quien la lea pueda seguir pensando con ella. Para que pueda pensar en sus experiencias y pueda así captar lo que de narrativa hay en sus procesos de formación, y para vislumbrar la apertura narrativa que está en condiciones de asumir en su propia práctica. In this article a narrative vision of the Didactics is proposed, as a formative experience in the initial teacher education. For this, three interwoven sources stand out: a) the narrative plots that make up the life of the classes and the teaching processes; b) the stories with which we, teachers and students, have been building and on which our experiential knowledge is based; c) the stories that configure the formative process in the subject of Didactics. Narrative inquiry offers a way to take these multiple stories to learn from and with them. The article exposes a vision of this narrative Didactics from the inquiry made with a first course group in the primary education degree. Based on stories of experiences, the process of creating personal didactic knowledge is shown; a process only understandable in the plot of stories that were lived in the course. A knowledge that is understood as a special disposition to relate to what is happening and to create and care for, in relation to what happens, the life of a class that it is opened to teaching, to study and to learning. The article aims to provide a narratively inquired experience so that whoever reads it can continue thinking with it. So that you can think about your experiences and thus capture what is narrative in your training processes, and to glimpse the narrative openness that you are able to assume in your own practice.