Title

Acknowledgement: a characteristic of pedagogical practices in stories of teachers from teacher training colleges in contexts of internal armed conflict in Colombia

DOI

https://doi.org/10.1590/S0104-403620210002902569

Document Type

Article

Publication Date

1-1-2022

Publication Title

Ensaio

Abstract

This essay aims to show the meanings of the pedagogical practices narrated by teachers of teacher training colleges located in educational contexts impacted by the Colombian internal armed conflict. The methodology used was of a qualitative research with a hermeneutical approach from narrative. The study group was composed of 17 teachers from seven different regions in Colombia affected by the Colombian armed internal conflict. Educational practices as a place of acknowledgment, in the Ricoeurian perspective, are a central dimension described in this work. It is the most relevant category that emerges in all the stories of the teachers and that is linked to the capacity and setting of identity. The teacher forms himself through practice, which allows him to declare himself capable of doing, of achieving, of transforming, of leading, and that in this deployment he feels he is the depositary of the educational mission.

Volume

30

Issue

114

First Page

141

Last Page

160

ISSN

01044036

Identifier

85123762784 (Scopus)

Documento original

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