Resumen

SALIT, Celia. A labyrinthine experience: of territories, bodies and interactions in teacher training internships and residencies. Espac. blanco, Ser. indagaciones [online]. 2022, vol.32, n.2, pp.179-186.  Epub 08-Mar-2022. ISSN 1515-9485.  http://dx.doi.org/10.37177/unicen/eb32-341.

The starting point is to recover a used and well-known metaphor, for personal and professional reasons and in connection with the pandemic "event" and the suspension of face-to-face teaching, which forced the incorporation of telepresential and virtual teaching modalities in 2020-2021. Some time ago, we read about the labyrinthine experience of teachers by Ada Abraham, however, it is worth returning to it today from another place. Perhaps because the labyrinthine forms and experiences are different, because the practices and residencies in teacher training, the subject on which this Dossier focuses, have been in these almost two years -and still are in part- especially entangled in multiple labyrinthine situations. In this context, "being at school", "putting the body", "meeting face to face" are, we understand, paradigmatic expressions of some of the situations that teachers and residents had to solve. They allude to territory/s, body/corporality, interactions, three interwoven concepts. In "co-presence", teaching and training practices unfold a set of dispositions that, as habitual, allow us, to a large extent, to assume and adjudicate positions within the field; that enable us to meet with others, with the bodies of others in a shared territory. When it comes to virtual environments and telepresence: What new territories do we occupy and how? In what way is our corporeality expressed? What alternative ways of interacting do we enable? It is our intention to share in this paper, some experiences and to contribute some reflections on the idea of showing that the "teachers who are stuck in one of the dead ends of the labyrinth, are a minority".

Palabras clave : residencie; labyrinth; territory; body; interactions.