De la hermenéutica reflexiva a la hermenéutica practica para pensar y sentir desde mi historia en los espacios de formación docente

The nature of the investigation describes the hermeneutics as integrated to knowledge to potentiate the human dimensional component. I took up a stance in a hermeneutics-comprehensive horizon to interpret the teacher’s performance and the meanings he gives to his teaching practice. In addition, I translated an open interview and a participant journal that was applied to the main actors of the investigation. The translation of these sources allowed for their organization in a conceptual network constituted by investigation units, categories, typologies, and integrated concepts to configure a theory elaborated from the interpretation of the teacher training and practice, based on his lived and felt experiences. The results obtained revealed, as one of its main findings, the existence of a sensible thinking in teachers. This thinking is dissociated from a practice and a theory that epistemologically defines knowledge in the teacher formation processes.