Memory and (auto)biographical narratives: the construction of teacher identity in initial teacher training

Abstract

This investigation, linked to a master's research, aimed to analyze the contribution of (auto)biographical narratives to the formation of the teaching identity of undergraduate students in Geography at the Federal University of Paraná (UFPR). In this context, the educational memoir was adopted as a central instrument, understood as a reflective record of lived experiences that allows individuals to revisit and reframe significant events in their trajectories. This research sought to understand the potential of these memoirs as a tool for reflection on the choice of teaching as a profession, as well as on expectations, feelings, and positions regarding the school environment, contributing to an understanding of the process of becoming a teacher. The study was based on the (auto)biographical method, developed from Souza (2004) and Abrahão (2004), and articulated with the Research-training methodology, based on the theoretical propositions of Josso (2010). Eleven students from the Geography undergraduate program participated in the research, writing memoirs addressing their professional choice and significant moments during their undergraduate studies. In the accounts, interest in the subject matter, family, and elementary school teachers were highlighted as factors influencing the choice of major. Among the most significant learning experiences were field classes, participation in academic projects, and supervised internships, although limitations in the curriculum’s organization were also noted. It is concluded that writing these memoirs fosters critical reflection, recognition of personal trajectories, and contributes significantly to the construction of a teaching identity in Geography.