This article represents the culmination of several decades of the development of collaborative forms of teacher inquiry in Argentina and Chile. Inspired by education ethnographers in the 1970s and 1980s, the "talleres" (workshops) movement led to forms of professional development grounded in critical ethnographic inquiry by teachers and an attempt to open up democratic spaces in the context of brutal dictatorships in both counties. The author documents the current iteration of this approach. While the original "talleres" drew on work by Paulo Freire and Enrique Pichon-Riviere, the approach developed by the author is grounded in Latin American traditions of narrative and memory. Using a case example, he documents the process of how teachers collaborate to problematize their practice through several iterations of narratives of their pedagogical experiences.