This article explores the relations between teachers’ visual cartographies and oral narratives to better understand the spatial and temporal relations on teacher learning. It builds on a research project whose main questions were: 1) How and where do secondary school teachers learn to teach? 2) What are the consequences of this learning in their pedagogical relations and their students’ learning processes and results? Since narrative research has been a common way of approaching the subject and have led to an emphasis on learning as a journey across contexts and over time, some of its contributions to explore teachers’ learning paths are theoretically discussed, and visual methods, particularly cartographies, are also examined. Furthermore, the article presents the analysis of cartographies and video recordings of 29 secondary school teachers focusing on the interactions in different spaces and moments in time described by them. Findings suggest that learning to be a teacher may happen in interactions with objects, people and spaces beyond the boundaries of school, university and formal places of training and learning. They also show that the rhizomatic character of the cartographies may not prevent teleological thinking or the idea that any kind of learning is purposeful. Finally, this paper concludes that teachers’ learning does not fit the representational frame that distinguishes between formal contents and leisure activities, classrooms and private spaces, lessons and bodies, emotions and knowledge.

本文探讨了教师视觉制图与口述叙事之间的关系，以更好地理解教师学习的时空关系。它基于一个研究项目，该项目的主要问题是：1）中学教师如何以及在哪里学习教学？2）这种学习对他们的教学关系以及学生的学习过程和结果有什么影响？由于叙事研究是接触该学科的一种常见方式，并导致人们将学习重点放在跨背景和跨时间的旅程中，因此在理论上讨论了叙事研究对探索教师学习路径的一些贡献，并提出了视觉方法，特别是制图学，也进行了检查。此外，本文介绍了29位中学教师的制图和录像记录，重点研究了他们描述的不同空间和时间上的相互作用。研究结果表明，学习成为一名教师可能会与学校，大学和正式的培训与学习场所之外的物体，人和空间互动。他们还表明，制图学的根际特征可能不会阻止目的论思维或任何类型的学习都是有目的的想法。最后，本文得出的结论是，教师的学习不适合将正式内容与休闲活动，教室与私人空间，课程与身体，情感与知识区分开来的表征框架。