La narrativa pedagógica como espacio enunciación epistémico en la formación docente de técnicos/as

Abstract

We reflect on the construction of a locus of epistemic enunciation configured in the textual production of first-year teacher training technicians in the University Teaching in Disciplinary Fields program, according to their foundation degree program, at the Catholic University of Salta. In the Academic Reading and Writing Workshop, we promote a writing process that combines a triple articulation: the discursive self-representation of teacher training technicians, the configuration of a locus of enunciation as participants in a discursive culture, and academic writing as a practice of textualizing the proposal, anchored in a particular genre: pedagogical narrative.

Writing becomes a site for reflection and contains great epistemic potential, subjecting students to agency and taking center stage in academic discourse based on the investigation of their own educational and training trajectories. This results in a specific type of textual production in which they review their training in favor of building professional knowledge and a comprehensive pedagogical positioning intrinsic to their careers as technicians.