nomen omen. una narrativa pedagógica sobre una comunidad de indagación en contexto de formación docente

This paper recounts the experience of a community inquiry in Philosophy with Children´s workshop directed at teacher training students. The is documented form pedagogical narrative, practice-training-research strategy that seeks to make school practice visible from teacher´s point view. Our narrative documents students’ voices. Between August and October 2018, each session was audio-recorded transcribed. critical issue analyzed here question names; discussion shows how name not only constitutes fundamental for identity definition, but also problematizes identity. naming being named opens questions about teacher’s role classroom context, concept human subject current discourse, particularly its opposition philosophy education discourse.