Narrating life-profession: for other (trans)formation networks

Abstract

This article presents a movement of self/with/co-formation built on (trans)formative networks of Basic Education teachers who narrated the ways of habiting the profession. The study was based on the narrative paradigm inscribed and written from the wasted experiences built in the schools’ daily life. The research was inspired by the works developed with the research-action-training device of the Narrative Documentation of Pedagogical Experience, based on its epistemopolitical principles. This is a narrative research that involved teachers of Basic Education in Brazil, who put themselves as intercultural translators of their own experience. The narratives propelled other epistemologies that went through the process of self/with/coformation from the experiences coming from different collectives in which the teachers are enrolled in their personal and professional belongings. The narratives translated the movement of narrate and document pedagogical experiences discussed and validated, among peers, as ways of repositioning teachers in author construction of collective authorship.