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Daniel Hugo Suárez; Paula Valeria Dávila Revista Brasileira de Pesquisa (Auto)Biográfica, Salvador, v. 03, n. 08, p. 350-373, maio/ago. 2018 351 relation to the biographical-narrative field in education. although it would be impossible to do it in an exhaustive way, our intention is to present an outline of contents and topics that address those groups and the spaces they have been generating so that the meeting and the conversation between them take place. at the same time, we are interested in discussing its effects for the construction of knowledge about the biographical experience of teachers and educators in different educational contexts in their intersection with research, training and pedagogical action. The attempt of this work makes sense around of two working hypotheses in tension: a) the biographical-narrative field in education in our country has been shown as fertile for pedagogical thought and action, however b) the number of groups of educational research that they have ventured to experience epistemologically in it is still bounded.

Documentar la experiencia biográfica y pedagógica. La investigación narrativa y (auto)biográfica en educación en Argentina