Insurgent movements against our boundaries in the profession: narrative training and teaching experience in the pandemic

Abstract

This article configures a double narrative construction: on the one hand, it seeks to characterize the pandemic and necropolitical context in which we have moved in recent years, as teachers, trainers and researchers of education; another part takes on the vital tone of an autobiographical narrative in the face of my challenge of becoming a teacher, when I thought I had definitely completed my path in the profession. It mobilizes some axes of analysis, including the notion of teaching inventiveness and the understanding of the daily exercise of teaching as the unfolding of a narrative whose sequence establishes professional dialogues, in the Freirean perspective of a pedagogy of the encounter, articulated to the understanding of a narrative learning of the profession and of training. More than the result of choices that fixed ideal personalities make under certain conditions, it intends to show that, in the course of our experiences and through narration, to form implies in always becoming other: other professors, other researchers, other people.