Keywords
teacher
pedagogical research
Latin America
How to Cite
Abstract
This work contributes with perspectives essential to the development of a narrative methodology in this zone of our continent. The importance thereof resides, in turn, in the fact that this methodology provides a knowledge alternative to the one provided by quantitative positivist researches that, by generalizing their results, have sought to standardize the teacher’s practice. Coherently with Paulo Freire’s thinking, built on the teacher’s experiences, the narrative methodology enables instead a contextualized knowledge about the teacher, which helps to better understand his/her tasks to benefit the learner and that should be developed in the particular Latin-American context.
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