ABSTRACT
Being in becoming makes the inquiry process a relational journey, where one is attentive not to what one expects to find, but to what is happening in a process that is not linear but full of bifurcations, fluxes, doubts and places of not-knowing. This becoming emphasizes the importance of making the researcher positionality visible and transparent in the research process. In this becoming journey, the writing process is traversed by sudden movements and displacements, which become part of the research. To put in action this nomadic positionality, I explore my process of becoming from being part of a research project to explore how secondary school teachers experience their learning movements and processes. In this project, we took an ethnographic approach by using ethnographic methods (participatory observation, interview, sites, and interaction description) to describe teachers’ learning movements in and beyond their/our cartographic encounters.
