Autobiografia: reflexos de transformações identitárias e de autonomia no serviço docente

Abstract

This article results from a reflection based on a professional autobiography focusing on the transformations of identities that took place between the period of initial and in-service education. The purpose is to identify people who have influenced me professionally (NÓVOA, 2013), as well as my autonomous actions leading to self-development as a teacher (FREIRE, 2016). Analyzing the teaching education process requires a critical stance, which is enabled by and through the writing of the professional autobiography. Considering the use of the autobiographical investigative method, this research takes a qualitative approach. The theoretical framework is organized in two parts: (a) a theoretical discussion on teacher education and teacher identity, with emphasis on language teaching development; and (b) a review of the concept of autonomy for the development of teaching practice. Through the analyses carried out, people who had a remarkable influence on my teacher identity were identified. Clear instances of autonomy in my teacher development process could also be identified. I hope this study may trigger fruitful reflections for in-service and future teachers.