Documentar y narrar la relación pedagógica en la universidad como proceso de formación e investigación
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Universitat de Barcelona
info
- José Miguel Correa Gorospe (coord.)
- Estíbaliz Aberasturi Apraiz (coord.)
Publisher: Universidad del País Vasco = Euskal Herriko Unibertsitatea
ISBN: 978-84-9860-852-6
Year of publication: 2013
Pages: 24-41
Congress: Jornadas sobre la Relación Pedagógica en la Universidad (2. 2012. San Sebastián)
Type: Conference paper
Abstract
Document means a reflection, based on evidences, on why we do what we do, while publicly narrate our task as teachers who learn that when they teach. This dual function of narrating a thoughtful account of the formative processes at the university and sharing with others, are two of the axes explored in this paper and which are part of the agenda of interest of the teaching innovation group Indaga-t. We have also seen that the function of documenting comes a point for exploring four dimensions or possibilities to open new spaces that invite participants to own their voices and recounted in the company of others. These perspectives are not mutually exclusive, nor exhaust the possible forms of documentation. Each defines a place and a position from which to consider the role of documentation as an enabler of new (and unexpected) intersections to watch us from an inquiry processes.