Tornar-se professor de biologia: narrativas de uma formação docente libertadora

Abstract

This study presents an autobiographical reflection on the process of teacher education, based on experiences lived throughout the undergraduate degree in Biological Sciences, with emphasis on practices developed in programs such as PIBID, the Projeto Novo Vestibular (PNV), supervised teaching internships, and involvement in popular education contexts. Grounded in autobiographical narrative methodology, the text analyzes how memories, emotions, and concrete experiences are articulated in the construction of teaching identity, highlighting the inseparability between subjectivity and the historical-social context. The theoretical framework is mainly based on Paulo Freire’s liberating pedagogy, in dialogue with authors such as Bell Hooks, Marx, Arendt, and Bourdieu, in order to understand teaching as a political, ethical, and humanizing practice. Throughout the narrative, issues such as school violence, the precarization of teaching work, social inequalities, banking education, critical consciousness, and popular education are discussed, emphasizing how these elements permeate everyday school life and impact pedagogical practice. The study demonstrates that teacher education does not occur in a linear or completed manner, but rather as a continuous process of ruptures, resignifications, and learning, in which teachers are shaped through their relationships with students, the community, and the social reality in which they operate. It is concluded that liberating pedagogy and popular education emerge as powerful paths for the construction of a critical, sensitive, and socially committed teaching practice.