Explorando Narrativas Pedagógicas: La Construcción de Saber Pedagógico a Partir de Relatos de Experiencia Docente en Escenarios Escolares

Abstract

Each of us questions, challenges, and above all, adds complexity to our experience in the world—our being there. This unique characterization invites us to go beyond the everyday narratives we create about our lives, our biographies. It becomes a narrative of living that is rooted in being present, connected to memory and to the here and now—a holistic connection grounded in practices, oral traditions, and alternative ways of knowing that converge in the collective experience of coexistence. Reaffirming this inevitable connection helps shape an identity that acknowledges a past, constructs a present, and projects a future. It is far from simple or empty; on the contrary, it is full of meaning and daily expressions that nourish our paths forward. The way in which we tell the story of our lives is closely tied to how we understand the world and relate to it. Now, let us consider the school—or that space where learning is shared. Many of these experiences shape meaning, build life perspectives, and create ways of understanding. It is no surprise, then, that the teacher plays a key role in these learnings and has much to share from their own experience. Teacher narratives emerge as a powerful strategy for reflecting on educational practice—drawing from the life stories and experiences of those who take on the processes of teaching and learning. It is here that the teacher's narrative becomes an epistemological foundation of pedagogical action itself. From a subject-centered perspective, each teacher carries a unique story influenced by their context and personal history. This story enters into dialogue with the territory in which they teach, shaping a specific framework for teaching and learning that is reflected in their educational practices and the relationships they build with others. Likewise, on an intersubjective level, exploring pedagogical narratives offers an opportunity to appreciate the richness and diversity of teaching knowledge, while also fostering continuous reflection through experience-sharing and collaboration among educators. This study therefore seeks to contribute to the enrichment of pedagogical knowledge and the visibility of the insights built through daily teaching practice. The present research aims to explore how pedagogical knowledge, as expressed through nine narratives of teachers from the regions of Bucaramanga, Huila, and Cauca, reveals the transformation of Colombia’s educational reality.