Narrative Research And Its Contributions To Teacher Training

Abstract

This article aims to recognize the contributions that, from narrative research, can be provided in an attempt to contribute to the complex process of teacher training in the sub-region of Bajo Cauca Antioquia, Colombia. For this purpose, qualitative research was designed close to the hermeneutic-comprehensive approach. To generate information, a duly validated semi-structured interview was applied to the teachers invited to the study, and a workshop on narratives was held. For the information analysis, categorical matrices were used and the information was triangulated with various texts from specialized literature. The findings revealed three important issues: the possibility of self-knowledge offered by a timely narrative exercise, the catharsis that dwells in the very practice of narrating, and finally, the value of memory that resides in those matters that are narrated. In conclusion, the exercise of narrative research can offer valuable academic and reflective inputs that allow resignifying the complex processes of teacher training.