Abstract
The article presents some areas of reflection on the construction scenarios of the teacher researcher in the 21st century school, in his work since the implementation of research as a pedagogical strategy in the classroom. Some tensions are exposed in the pedagogical practice and in the educational experience from the notions of alterity, uncertainty, complexity and the power to produce narratives which strengthen the appropriation of their pedagogical knowledge. In this sense, the weaknesses of their pedagogical practice are analyzed from the singularity of their work in this time of profound changes in information, knowledge, technology and new languages.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: Revista Rutas de formación prácticas y experiencias
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
