Um relato autobiográfico sobre a formação e as vivências no curso de Geografia

Abstract

This Memorial brings accounts of my student experiences, from basic education to higher education and my first steps into teaching. In this work I talk about different experiences I had throughout the Geography course, academic or not. The reason for choosing a memorial goes beyond telling the story as it actually happened, but bringing meaning to experiences through writing. Revisiting experiences and giving them meaning and new meanings is the purpose of this memorial work. Tell me about how I started my teaching career, what were the influences external to the academic environment that contributed to the decision to enroll in the Geography degree course. Understand how each internship contributed to my teaching training and how my teaching identity was being constructed. The justification for the work is to understand how the academic trajectory and other paths experienced during the undergraduate period corroborate the teaching training of an undergraduate student. The work methodology consists of analyzing and interpreting the events during teacher training that bring meaning to being a teacher. The time frame goes from 2019 to 2023, with analysis of subjects, authors, extracurricular experiences, events, academic scholarships and supervised internships. Authors such as Lopes (1997), Neves (2010), Sato (2007) and Silva (2010) are some authors cited in this work who help us understand the importance of autobiographical research and how the meanings of experiences are constructed when carrying out this type of research. of research. Pimenta (2006), Lima (2012), Straforini (2004), among others, bring meaning to the practice of internships experienced in schools, which are also the focus of this work. The following work is structured according to student experiences, ranging from basic education to higher education, also covering extracurricular projects, academic scholarships, experiences at events and supervised internships. My academic trajectory was important for the teacher I became because the experiences brought evolution and learning so that I became a critical teacher who seeks to have this approach in the classroom.