Biografías narrativas de docentes: experiencias de adversidad educativa, significados y capacidades: caso: colegio Celestin Freinet de Guayaquil

Abstract

This work describes the experiences, meanings and capacities of teachers of a private school in Guayaquil that developed their professional activity with young people who expressly state their lack of interest in their studies and refused to adapt with the traditional pedagogic models of their institutions. Teaching under this conditions have turned into an adverse condition for those teachers. Under the qualitative approach used in narratives biographies, four teachers tell their educative experiences in the institution that shows their “life routes” in teaching and the meanings that it represents; also the opportunity to share their successes, challenges and obstacles from that area. The selection of the participants was done through a personal interview and the responses of their narratives allow us to visualize their experiences and to understand the development of teaching capacities through practices applying the Freinet pedagogical model in this type of context. Results indicate that the pedagogic project the institute maintains significantly influences the development of teaching capacities that make it possible for the educational practice to minimize considerably the impact of the characteristic of students which were presented as an adverse condition for education. This research shows how valuable the narrative biography is for studies that seek to understand education in adverse context, since the deep part of stories are born of the educational meetings with complex conditions, as well as the development of ways of formation that enable the teacher to connect the interests of students with current educational models.