Narrativas y alteridad. Rasgos ético-políticos de la formación en investigación

Research training is not an exclusive matter of academic spaces designed to deal with the basic concepts and procedures for for- mulating projects. Methodologies and epistemological perspectives for the production of knowledge are not recipes that are chosen from a repertoire of pre-established solutions. For this reason, this article highlights other ways of conceiving the investigative task, problematizing the ethical-political, epistemological, and methodological positions from which we intervene, to generate interested and situated research that encourages critical thinking and is open to the plurality of knowledge. Initially, some challenges of research training at the university level are examined, since it cannot be limited to a formal exercise or the review of theoretical or procedural compilations. Then, references of alterity and narra- tive are reviewed, such as Mèlich and Levinas, since they support methodological approaches from these perspectives. Finally, are explored counterhegemonic methodological options that signifi- cantly contribute to facing the challenges for the development of investigative skills and attitudes, from the recognition of differen- ces, plurality and dialogue of knowledge. After this journey, it is concluded that other understandings of the relationship between education and research in the Social Sciences and Humanities are necessary to promote the training of researchers through reflective educational practices and in context, given the ethical and political implications of the methodologies and dynamics that are integrated into these processes.