Viver é adaptar-se: autonarrativa de uma professora de línguas em formação inicial e continuada

Abstract

The overall objective of this work is to investigate, based on self-narratives, the initial and continuing education processes of a language arts teacher, highlighting the adaptations, learning experiences, and redefinitions that characterize her teaching trajectory. The research corpus is the self-narrative of a language arts teacher, drawn from personal accounts, affective memories, and reflections on her initial and continuing education. This includes writings, reflective journals, narrative interviews, and other materials the researcher may have created to document relevant teaching experiences. The focus of this autobiographical research is a study of the subject—myself—which aims to understand the personal and professional life trajectory of a teacher, the daughter of parents who only graduated after their children were grown, but who were also educators. It also explores the meanings that were constructed about herself. It describes significant moments in my life, as well as my personal, academic, and professional relationships. Our theoretical and methodological framework draws on the authors: Moita Lopes (2006), Libaneo (2012); Celani (2006); Foucault (2008); Freire (1996); Pineau (2006); Soares (2003), among others. Our work identified that the process of writing an autobiographical account leads the narrator to self-reflect on the moments lived, the actions, the way these actions will be told, and at the same time transforms them. We observe that as teacher readers, we must establish a true pact with reading that goes beyond ourselves, supporting a sharing with students and their families. We know that a teacher's trajectory is marked by a series of discursive practices that contribute to the construction and reconstruction of their subjectivity, and that discursive subjectivation refers to the process by which individuals constitute themselves as subjects through discourse. We also believe that this understanding led me to reflect on the role of school and language as instruments not only of teaching, but also of resistance. Critical Applied Linguistics was fundamental in solidifying this perception, by highlighting that the processes of literacy and reader development are embedded in power relations. Thus, my teaching practice began to be guided by a more critical stance, seeking to problematize the curriculum, language, and discourses that circulate in the school, recognizing students' knowledge and experiences as the starting point for any meaningful learning.