Biografías Narrativas de docentes: experiencias de adversidad educativa, significados y capacidades Caso: Narrativas docentes de la Unidad Educativa Miguel Donoso Pareja - Guayaquil

Abstract

The present study was carried out with the purpose of approaching the experiences of the teachers of the Public Educational Unit Miguel Donoso Pareja of the city of Guayaquil, located in a context of extreme poverty and social complexity that exposes the teaching practice to conditions of adversity that impede the fulfillment of educational objectives. From a qualitative approach and using as fundamental instrument the in-depth interviews, the narrative biographies of four teachers were constructed, exposing the different situations of adversity they face. Some are associated with the particularities of the context and others as a manifestation of social behaviors, such as drug addiction, child abuse, among others. The work allows an approximation to the meanings attributed to teachers to the experiences of educating in these contexts and to the capacities that are discovered and acquired to face the complexity of adversities. They highlight the good socio-affective and pedagogical practices that they have carried out, such as the situations that sometimes pass over their abilities. A relevant aspect of the study is the resilience of teachers that allows them to turn difficulties into opportunities for learning, despite the fragility of the educational community to address students' problems. Many of the situations that the teachers describe as adverse led them to reorganize their way of practicing teaching.