The Political Dimension of the Personal: Feminist Mentoring, Biographical Analysis and Teacher Professional Development.

This paper presents the results of a tutoring experience within the framework of a postgraduate course on educational policies and institutions with a gender approach developed by FLACSO Argentina. This virtual postgraduate course is aimed at teachers working in different educational environments, it lasts 10 months and has already been taken by more than 100 participants from Latin American countries. Through a qualitative analysis of the narratives of the participants in the exchange forums and assignments delivered, specific demands for accompaniment by the participants and strategies that seek to overcome experiences installed in the teacher training system in the country, linked to the conception of knowledge and perceptions on the accompaniment of adults in training, are evidenced.

The training does not only provide theoretical readings: the instructions question the biography of the teachers in training. The accompaniment is proposed according to the participants' possibilities, adapting to their schedules and working conditions, and listening attentively to their feelings about the evaluation instances, the learning process, and the collaboration among them. Mentoring thought through feminist lenses entails exchanges that facilitate the identification and socialization of teachers' personal and professional experiences, denaturalizing power relations and promoting the construction of knowledge from a critical and transformative perspective. It is positioned as feminist tutoring given the relationship between the personal and the professional, under the category the personal is political, and vice versa.

In an increasingly precarious and neoliberal academic context, feminist tutoring emerges as a space of resistance, care, and accompaniment that seeks to strengthen the participants confidence in their teachers, in their learning process, and in their professional trajectories and positions. By encouraging self-reflection and professional experiences, feminist mentoring allows teachers to develop strategies to cope with institutional demands and build educational projects that promote equity and justice without accumulating discomfort or workload.