Our communication deals with spaces and training initiatives in the area of educational research. This is an informal educational experience with seminar format that we call Huerting, which was created in 2011 by Dr. José Contreras (Faculty of Pedagogy) to bring together postgraduate students whose thesis he directs in the context of the UB's Doctorate program "Education and Society" (adapted to the European Higher Education Area).

This program trains new researchers through the development of research; a process that is based on practice, but we believe that something is missing in this process: spaces are still neglected, methodological needs have not been met, there are outstanding theoretical discussions and research experiences which are not being shared. Huerting emerges on the frontier between future researchers' needs and the institutional formal background. It is a space where we learn from and with each other. Its name represents our idea of growing a mobilizing way of thinking through individual and collaborative work, and seeks to care and engender our research experiences in both human and academic dimension. Huerting is currently comprised of ten people (teacher and students) from Europe and Latin America, but its total number fluctuates according to each process. It started as a relationship between a director and his postgraduate students, but over time it has acquired particular characteristics that emerged from the desire to know and from an interwoven construction, not subjugated to power. Perhaps it is right there where Huerting's fertility and continuity over time lies.

Research processes are often limited and complicated by institutional designs, as they impose rhythms and practices that disregard projects' real needs. Huerting takes place on the periphery, and it is fertile as it works autonomously from academic logic and still it is built academically. The periphery allows a vacuum time from obligations and university rules. Huerting's time creates free time and freedom to cooperate in a group; and it is a time that can be filled by the singular desire of each investigation. However, Huerting's life on the periphery does not imply isolation or confinement, as it is about working inside academia but keeping a right distance that allows the emergence of new creative practices.

We talked about a meeting place for experiences, a symbolic space in which everyone is called to cultivate as long as he or she works in its own garden, mediated by their own experiences and others'. Cultivating binds us; the relationship is cultivated. We are transformed through the relationship, a relationship that is a commission of presence. We find a desire to understand (us) and accompany (us), a desire to be there, a desire for presence. Huerting is a place to cultivate the act of thinking in presence (Zamboni, 2009). Initially, silences, then the opening words, listening as coming out to meet others, voice as showing ourselves, conversation as walking and babbling as implication. Find each other in thinking in presence and relating with others is, primarily, an escape from solipsism. It is also different from the usual solitary practice of writing. Many things are opened in the act of thinking in relationship. There is fertility in sharing experiences, sharing stories and weaving arguments. We look, we listen, we show. Each new experience brings the possibility of giving birth to new knowledge; every experience, as an action, carries the new and the unpredictable. Thus, each question takes us through unknown paths in which we get to know each other. And inside that unexpected path, a trip to meet others and ourselves stands out.

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