From practice as a primary school teacher to writing in the university

The main goal of this article is to present, from the experiences gained as a primary school teacher and as a doctoral student, some reflections on the personal training process in pedagogical practice. We focus on the importance of becoming a teacher researcher in order to be able to cope with daily life in the midst of cultural diversity, while at the same time developing an authoritative voice in pedagogical discourse. The discourse on quality education permeates the discourse on cultural diversity. Education develops its training role as the institution authorized to promote and respect diversity. However, in our experience we realized that there is a gap between training a teacher to be a researcher, and therefore to deal with cultural diversity, and training a teacher to reproduce theoretical approaches that promise to solve the problems for teaching reading and writing. We argue that the teacher prepared to do research in their daily lives will be better able to deal with the cultural diversity present in the classroom. We take as object of analysis the personal training process of an educator, some instances of her practical experience, her work during her master level studies, and the ideas she has developed in the course of her doctoral studies. Through this analysis we will show a process that produces changes in the subjectivity of the teacher and that directly influences her educational practice.