Systematization of Experiences as a Methodology for Knowledge Production for Educational Practice in Cross-Border Territories

Abstract

Among other fields, migratory processes challenge the physiognomy of educational contexts, which can become tense depending on practices and policies designed from a homogeneous perspective. However, one possibility to relax them may be through the participation of teachers in reflection-action processes that allow them to recreate conditions of equity in their own context. In this order of ideas, this chapter shares a reflection on the use of the systematization of experiences as a method for the recovery and production of knowledge to transcend a declarative perspective on what a teacher “should do.” To achieve this, the route proposed is to link an epistemological context in which subjectivity is recovered as an object of knowledge (biographical-narrative approach) to a methodological context anchored to a qualitative and narrative perspective (systematization of experiences).