La creación curricular en la formación de educadores: una exploración sobre las relaciones educativas

This article revises possible ways in which educational relationships, when grounded on care and att ention, contribute to develop the prescribed curriculum, not just theoretically, but also through real experience within the university classroom. Our goal is to study how the practice of investigating and refl ecting on school and classroom experiences allow to create and recreate curricular elements, from a singular, pedagogical perspective. This work aims to: a) delve into the ways in which a disposition towards an educational relationship encourages us to see ourselves as teachers, b) explore how training can become an experience of creation and, c) recognize those teaching practices that can favor the processes of curriculum creation and recreation in teacher training. In order to do so, we resort to narrative inquiry (Clandinin and Connelly, 2000), as it enables us to appeal to the lived experience and the future development of the class, from a vision of the curriculum as a unique and singular framework that is generated among those who seek the educational relationship. This perspective has allowed us to analyze how, by welcoming unpredictable events which may happen in the classroom, learning processes are invigorated, thus making way for experiences and learning opportunities whose value exceeds the planned curriculum, giving rise to new pedagogical elements to rethink teacher as a profession