Abstract

YEDAIDE, María Marta  and  PORTA VAZQUEZ, Luis Gabriel. Narrative, the Realm of Sensitivity and Teacher Education. Estud. filos. práct. hist. ideas [online]. 2017, vol.19, n.1, pp.41-53. ISSN 1851-9490.

The singular paths in research about Teacher Education in the local context have led-progressively and with growing degrees of certainty and assertiveness-to the recovery of the dimensions of the sensible world which penetrate the meaning of teaching in both discourses and practices. In the early phases, the biographic-narrative approach had enabled the reach into the (indissociably) professional-vital lives of selected professors first and broader academic faculty then; understanding teachers' identity resulted impossible back then without the complexity and semantic depth brought along by feelings, emotions and particular affections.  This made it imperative to recover the humanistic and humanizing dimensions of Teacher Education in the same way as it became necessary to find keys into understanding resistance, devaluation and exclusion of such human traits from the formal curricula. Decolonial pedagogies-regarded as discursive authorization practices (Yedaide, M. 2016, 226)-provide socio-historical reasons while they foster policies of re-institution of ways of being and knowing otherwise despised in Teaching Education. In doing so, they have the potential to foster epistemic-political and civic agency.

Keywords : Sensible World; Teacher Education; Narrative Research; Epistemic-Political Agency.

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