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narrative documentation tries to make available time, space and resources so that, writing, reading, talking and thinking, teachers can show, systematically and in the language of practice, what happens and what happens in schools, training teachers and other in-house training, both authors and key protagonists of their experiences. Currently, in the framework of the Update Centers and Educational Innovation (CAIEs) of the National Teacher Training Institute of the Ministry of Education, Science and Technology Office, the program is working on the formation of the 241 coordinators throughout CAIEs the country which, in turn, manage these processes more than 2400 teachers narrators. The Pedagogical Documentation and Memory Program Teaching design and develop processes project documentation and educational experiences involving the re-construction of pedagogical knowledge brought into play in the practices of teachers and other educational actors. Through narrative inquiry of his own experiences teaching school, community and trade union educators carry out horizontal formation processes through writing, reading, discussion, publication and dissemination of stories. Once these stories circulate and are known in communities of readers, writers teachers teaching stories, and become publicly available, these stories of teaching, management and social organization constitute educational documents. In this formative process and action research, teachers become authors of documentary materials that account for experience and educational knowledge that have them as main characters, and produce critical understandings and interpretations of situations and educational processes that extend, deepen and put a strain on memory construction and school teaching. This reconstruction, publication, dissemination and public discussion of the teacher report and documentation of projects and experiences of educational management (government, unions or groups of teachers and / or community) are instances of work related to the ability to generate political and democratic educational alternatives by forming horizontal, deliberative and self-management of the educational actors. These processes can objectify and redirect resignify practices systematic and thoughtful way, and generate, collect and make publicly available body of pedagogical knowledge "undocumented" and often silenced or desautorizados.A delegitimized turn, allows us to show individual and collective decisions that educators and teachers take in the process of their educational work, it helps thinking about those decisions and their consequences (desired or not provided), and allows for socialization in other areas in order to generate processes of making the speech and public discussion and professional development among teachers and community reference, through exchange, conversation, and the (re-) collective significance of the reconstructed and documented . We invite you to join this important process in the educational and social action at all levels. Acercate to CAIE and is part of the teacher storytellers, share your experiences, post them and assists in the professional development of future teachers.
The program disseminates its proposals and narrative documents in the Web site

http://www.lpp-buenosaires.net/documentacionpedagogica/