Descobrindo-me Professora: uma narrativa autobiográfica sobre o percurso de formação docente em Ciências e Biologia

Abstract

The present work narrates the most relevant experiences of the formation process of a future Biology professor, through an autobiographical method. The autobiographical narrative encompasses the author's voice to place himself as the very object of study to rethink his experiences from a critical, reflective, and investigative perspective on his practices. This narrative has increased in recent years as a significant tool in research, and in professional teacher training, providing the exercise of critical reflection on the pedagogical actions of educators and the analysis of their training process, encompassing elements such as memory and subjectivity. Training experiences are reported in this work, ranging from choosing and entering the courses, through reflections acquired during the PIBIC (Institutional Program for Scientific Initiation Scholarships), mandatory supervised internships, and teaching experience in a pre-university course. The discussions are based on the affective, democratic, and revolutionary perspective of Paulo Freire, the constructive process of meaningful learning proposed by David Ausubel, and the use of active methodologies as a proposal to achieve student autonomy through active and participatory learning. In view of the discussions raised and the reflections accomplished, this work can be viewed as an important tool for the analysis of the next practices of a future educator.