Narrative account of an experience in linking secondary school with university. Methodological implications of field work

Abstract

This article presents a work experience carried out in an attempt to connect estate secondary schools with university. Its purpose is to share central themes of analysis that were constructed along the journey and which result valuable for us to be resumed in our research and teaching practices, and in the inter-institutional work that is promoted for training in Educational Sciences. We conceive this writing as a vital methodological exercise, close to a long pedagogical tradition in which teachers need to tell the derivations and vicissitudes of their work in order to give new horizons to their task.
First, we present a contextualization of the experience and some work criteria. Secondly, a descriptive text elaborated from the material built from the link with secondary schools and the term “terrain” suggested by Deleuze, in his reading of Foucault’s notion of dispositive.
From there, we display interrogation axes that invite us to deepen them and that we consider relevant to be shared with other teachers and students of Education-related careers.