Teacher training trajectory

memory narratives

Abstract

This article aims to analyze the narratives of the life trajectory and training of teachers in the city of Novo Horizonte do Norte - MT, in the sense that this trajectory contributed to the construction and reconstruction of teaching knowledge and the constitution of identity. The interest in the subject is due to the experiences as a student of basic education and scholarship holder of the Institutional Program of Scholarships for Teaching Initiation - PIBID, moment in which we reflect on the diversity of methodologies and didactics observed in the classroom and that is related to teacher training. In this sense, the teachers' narratives about their professional development processes permeate the memories of their initial and continuous training. When these memories are passed on in formal or informal conversations, they can influence the construction of the professional identity of new educators. To carry out this study, we used bibliographical research, which enabled analysis and discussion of the contributions arising from oral narratives carried out using the methodology of Oral History. It was of great importance to recognize that oral narratives in the context of teacher training and in the course of their pedagogical practices have the potential to transform and enhance the way each of these processes takes place.