El conocimiento situado del docente a través de la construcción de metáforas y de la validación de sus narrativas
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Este artículo teórico argumenta cómo el proceso de construcción y desarrollo de metáforas explica cómo los profesores sitúan su conocimiento y brindan sentido a su vida docente y a sus prácticas. No obstante, el proceso de construcción de metáforas debe ir más allá del alcance de las teorías cognitivas y de su sistematización de conceptos en las metáforas. Las metáforas como apuestas conscientes por situar el conocimiento docente deben ser consideradas como un texto cuyos elementos constitutivos son los valores, los sistemas de creencias, las ideologías, el conocimiento profesional y la cultura interrelacionados en las mentes de los docentes. El concepto de validación de narrativas juega un papel determinante en la ratificación de la definición y el desarrollo de metáforas que expliquen la construcción de conocimiento situado por parte del docente.
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