Teacher self-narratives: a cartography of autopoietic transformations in the school territory
DOI:
https://doi.org/10.5212/PraxEduc.v.21.26183.069Abstract
This article presents the results of a cartographic study theoretically grounded in concepts from Maturana and Varela’s (2001) Biology of Cognition and Maturana Romesín and Dávila Yáñez’s (2015) Cultural Biology. The cartographic inquiry drew on conversations and written self-narratives to follow the experiences of two teachers working in Basic Education. Based on this process, the study proposes teacher distress as a trigger of disturbance/noise and, consequently, of autopoietic transformations. The cartographic analysis of the processes followed revealed welcoming and wholeness of being as key emergent dimensions, with teacher distress understood as complexity-generating noise. Welcoming is conceptualized as a constitutive part of human relational living, requiring the presence of those engaged in coupling and the recognition of one another as legitimate others in coexistence, with wholeness and openness so that living may emerge as a process of co-creation grounded in mutual respect and acceptance. The wholeness of the subject is understood as a point of departure for engaging with the contemporary context.
Keywords: Cartography. Biological-cultural matrix. Teacher distress.
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