Trajetos de vida de uma educadora e pesquisa autobiográfica: reflexões para a formação continuada e a identidade docente

Abstract

This dissertation investigates the relevance of autobiographical research as a pathway for the continuing education of teachers, emphasizing self-study in the construction of teaching identity and the improvement of pedagogical practice. The main objective is to understand how the personal, professional, and academic life trajectory of an educator can contribute to valuing self-study as a fundamental tool in teacher professional development. The research is grounded in studies that highlight the role of autobiographical narratives in consolidating teacher identity. Reflection on one’s own trajectory allows teachers to understand their experiences and challenges, fostering a continuous process of professional development and self-discovery. Moreover, the autobiographical approach enables a critical analysis of the sociocultural and institutional context that influences teaching practice, broadening professionals’ perception of their role in education. The results demonstrate that autobiographical narratives are essential for teachers to develop a deeper awareness of their pedagogical practices. This reflection promotes not only professional improvement but also a broader understanding of the social dynamics that impact education. Despite its positive contributions, the research also points to challenges in using the autobiographical approach. When used in isolation, this methodology may overly emphasize the subjective dimension of teacher education, failing to consider external factors such as educational policies and working conditions. Thus, it becomes essential to complement autobiographical reflection with other approaches that expand the understanding of the complexity of pedagogical practice. Finally, this study shows that teacher education should not be limited to a purely technical and academic model but should also value the subjective and reflective dimension of the educator. By revisiting their life stories, teachers not only enhance their practices but also strengthen their professional identity, making education a more conscious, inclusive, and transformative process.