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.
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