Reflexões autobiográficas na formação docente: como tenho me constituído professora

Abstract

This paper aims to present the main assumptions and the importance of the autobiographical method, as well as its effectiveness in teacher education, in the undergraduate course in Pedagogy. Through autobiographical narrative, I sought to analyze the construction of the teaching identity, based on reflections raised throughout the text. To do so, I adopted the qualitative research, in which the main methodological strategy of investigation in this work is the rescue of significant memories of my schooling trajectory and of my initial formation. To compose part of the theoretical foundation, I used authors such as NÓVOA (2010), FINGER (2014), NEVES (2010), DELORY - MONBERGER (2006) and JOSSO (2007); who address the importance of the autobiographical method and its relevance in teacher education. In addition, to contribute to the construction of pedagogical reflections during the autobiographical writing, I also used renowned thoughts by FREIRE (1987 and 2011) and GADOTTI (2003); who discuss the importance of a meaningful teaching-learning process, as we affect and are affected in our trajectory. The results of the research reveal that autobiographical writing enables us to understand the transformations of reality and contributes to the self-reflective practice within teaching. In this sense, the investigation of my educational trajectory contributed to the refinement of my professional practice and the permanent construction of my teaching identity - in a significant and positive way - in my training process as a teacher.