O componente curricular autobiografia e educação do Curso de Pedagogia da UFC e a formação de docentes

Abstract

The autobiography and education curriculum component plays a crucial role in teacher training, as it promotes deep and critical reflection on the personal journey of each future educator, connecting this personal narrative with their future teaching practice. Autobiography and education contribute to the construction of a solid professional identity. The aim of this study was to reflect on the importance of the curriculum component Autobiography and Education at FACED/UFC in teacher training, as well as to narrate my experiences as a student and tutor. A bibliographical survey was carried out based on the theoretical foundations of Paulo Freire (1990), Howard Gardner (1995) and Donald Schön (1992) with regard to teacher training, professional identity and critical reflection, as well as the theories of narrative and autobiographical writing by authors such as Jerome Bruner (1991) and Arthur Frank (2002). The curriculum component Autobiography and Education plays a fundamental role in teacher training, as it promotes in-depth reflection on personal trajectory and its influence on pedagogical practice. Through writing and analyzing autobiographical narratives, future teachers have the opportunity to explore their own life experiences and how these shape their beliefs, values and educational approaches. Through this study, it was possible to understand the relevance of the Autobiography and Education curriculum component in teacher training. It was observed that this subject challenges future teachers to reflect on their own life stories and how these experiences can influence their teaching practice.