A escrita de si na formação continuada de uma professora que ensina ciências e matemática nos anos iniciais

Abstract

This paper aims to present a self-reflection about the process of teacher education from the experiences provided by the course “Specialization in Science and Mathematics Teaching in the Early Years” offered by the Faculty of Education in partnership with the Science Center of the Federal University of Juiz de Fora. Based on theoretical references and the analysis of the author’s own narratives, the paper sought to reflect on the processes of teacher education, the teacher's professional development and the teacher's identity. The methodological option was given by the autobiographical narrative, an autobiographical research inserted within the qualitative and theoretical-reflexive approach, which presents itself as a possibility for the production of knowledge that allows understanding the educational reality, the formative processes and the subject in his personal and professional dimension. Data analysis revealed the narratives as self-training practices and as an instrument for reflection and transformation of the subject and his practices. In addition, it unveiled glances at the (re) meaning of the lived experience and the recognition of oneself as an active subject and responsible for its formative process.