As narrativas de formação e suas influências na constituição da identidade docente

Abstract

The present bibliographic research was a result of an Undergraduate Thesis (TCC), of the Licentiate Course in Pedagogy of the Federal University of Mato Grosso, campus Rondonópolis, on the relevance of the narrative of experience in the constituting of the professional identity of future teachers of the childhood and initial years of basic education. The research had the aim of analyzing the influence and the importance of the autobiographical narratives in the process of teacher education. Therefore, a Bibliographic Research was conducted, from the reading and annotations of books, articles and theses which address the investigated theme. It is observed that the narratives, when applied in teacher education, can cause a positive impact in the constituting of the identity since through the narrated experiences the individual can recreate memories from their childhood to the current moment, especially the ones regarding the academic education, and reach new learnings. The proposal of reconstruction of memories through narratives has been of crucial importance to teacher education, since besides being a practice which takes the individual to the improvement of their writing, it also stimulates self-awareness. Narrating about yourself can be a pleasant act and, also, laborious process of reflection, since it requires that the individual undergo the forgotten memories, in the case of this research, the school and initial teacher education memories. The narrative stimulates, thus, an act of resignification, emerging the importance of reflection about the experienced, referring the individuals to the learnings needed for their professional development, which is now initiated. It can be affirmed that the narratives of experience seek to contribute in a comprehensive way to the formative process, since it is an instrument of teacher education, not only for those who write them, but also for those who read them.