Autobiographical narratives of basic education teachers: the constitution of teacher identity as a permanent process

• Autor(a) principal: Stascxak, Francinalda Machado
• Data de Publicação: 2019
• Outros Autores: Santana, Juliana Silva
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Práticas Educativas, Memórias e Oralidades
• Texto Completo: https://revistas.uece.br/index.php/revpemo/article/view/3512
• topic: Autobiografia; Formação docente; Identidade docente; Português; Autobiography; Teacher training; Teacher identity

This study is part of a formative perspective, coming from two meetings developed with teachers working in basic education. Having emerged from this plural context, this study aimed to understand the process of constitution of the teacher professional identity through autobiographical narratives of basic education teachers. To this end, a research called narrative research was developed, with a qualitative approach. As the main finding of the research, we highlight the fact that the teachers report a certain incipience of their knowledge, generating insecurity in the face of the demands of the daily school life. With the development of the research stages, the teachers realized that, in fact, the initial training does not account for everything and that new prospects for future training should be considered. Thus, it is concluded that the experiences experienced throughout the teachers' training process contribute to their knowledge, identity and its practices are permanently resignified.