Being a secondary school teacher in an indigenous context. Teaching narrative

Abstract

The present article is the product of the joint work between director and student of master's degree oriented to the conclusion of the thesis of postgraduate. Its purpose is to show how through the narrative, the process of reflection-teacher, self-reflection on the practice itself, dimensions the own perception of work by placing the experience in a specific context and the importance of being able to return to the lived experience and recreate it systematically, proposing a way of interpreting but also showing a way of being a teacher and what is at stake when working in front of a group, the successes and mistakes of which one learns day by day. As a metacognitive exercise, this text discusses the process of reflection-narration elaborated by a teacher of secondary basic level, located in an indigenous area, for whom teaching in physics was not considered as an employment option; nevertheless, the events took him before the dilemma of being a secondary teacher in this subject for which he was not prepared; however, it has been forged in teaching in the indigenous environment.

To construct the narrative, newspapers constructed by the students, evidence portfolios, videos, photographs and the teacher's diary were used; an exercise was carried out in retrospective of the way traveled, the practice itself was rethought with a different vision, looking for knowledge to improve its practice and generate a greater incidence in the learning of the physics of his students.