Saber de experiência feito: Parcerias docentes latino-americanas e suas tecituras

Through an investigative-formative perspective inherent to narrative research, this article, written in Portuguese and Spanish, aims to elucidate movements of collective production of narratives of teaching experiences carried out between Latin American teaching networks and collectives of Brazilian and Peruvian teachers and educators /os, and from them. Such movements between networks have been happening since 2015 and, in 2020, were organized through the Quarantine Memories Project: Dialogues between Brazil and Peru, which took place between April and September, when it was possible for teachers from the Brazilian and Peruvian networks to share, among peers, experiences formative investigations to think about everyday life and its actions in the pandemic, virtualized scenario, considering, in this context, the dialogue with the Freirian concept of knowing from experience. Based on the meetings and the importance of teaching networks and collectives as instituting and training spaces, the Peruvian network reDiálogos narrates the movement of formative and dialogical continuity, which is situated as a basic principle of teaching networks and collectives, as a loving, respectful and committed political condition and socially with the community. Through these meetings it was possible to perceive: the importance of narrative as an investigative-formative intellectual production of teachers faced with daily challenges; the training space that establishes teaching networks and collectives; the challenges that arise, for both countries, regarding the practice of an emancipatory and liberating education; the importance of networks as instituting spaces for research, teacher training that reverberates in daily movements of reflection on their thinking and teaching actions.