Memória e identidade no cenário da formação de professores

Abstract

This article was elaborated after questions raised by two researchers from different are as and presented in two distinct scientific events approaching the themes of memory and identity in the education field. It intends to continue the debate by taking into account some common points in both texts and raising some other relevant aspects. The importance of discussing about memory has to be highlighted in the scenery of the educational field, as well as the work with the educational memory in the formation of teachers and the debate about the production of subjectivity contrarily to the concept of identity.