Revisiting the past to reflect on the present: the marks left by those who teach

• Autor(a) principal: Silva, Juliana de Souza
• Data de Publicação: 2023
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Brasileira de Pesquisa (Auto)biográfica
• Texto Completo: https://www.revistas.uneb.br/index.php/rbpab/article/view/17071
• topic: Escrita das memórias; Professores marcantes; Profissão docente; Processos de formação docente; Writing from memory; Outstanding teachers; Teaching profession; Teacher training processes; Escritura de la memoria; Profesores destacados; Profesión docente; Proceso de formación docente

In this article, I recover some memories related to my school and academic trajectory and my remarkable teachers. By bringing them to light, I make the effort to point out my educators’ didactic styles, the lessons they have left and, thus, I order events that I believe to be the structure of the ways how I have constituted my own identity as a teacher. The exercise that is done in the this text is based on the understanding that a great part of what teachers know about education, school and teaching come from their own life experience and school history, since long before they have been established in a classroom as teachers, they had been immersed in this space for many years as students, in a way that is not unusual that when they start teaching they reaffirm certainties that were constituted back then to solve problems experienced during their careers (TARDIF, 1991, 2000). Marie-Christine Josso’s (2004) and Maurice Tardif’s (2000) notes allow us to observe the power of what we have lived as students over the ways how we build our practices when we become teachers. Therefore, if such experiences compose a structure that resists education and teaching courses, recovering and understanding them may help us to have more control over our occupation.