Teacher training in cyberspace: the construction of (auto)biographical narratives in the constitution of initial training

Abstract

This article discusses a research-training experience developed from an extension project, carried out at a distance, which proposed the construction of (auto) biographical narratives based on the teachings of (2004). The objective is to understand how undergraduate students in Distance Education, offered by the Universidade Federal do Pampa of Polo Hulha Negra, recognize their teaching-forming experiences through the construction of (auto) biographical narratives, thus constituting a formative action. Theoretical discussions were about the construction of (auto) biographical narratives in teacher training, the construction of teacher professionalization from the initial training, and the training of teachers in cyberspace. The training was characterized by an (auto) biographical approach, guided by Josso's precepts, which foresees four moments: the oral construction of the (auto) biographical narrative, the written production, the socialization of this writing, and the production balance phase of the narratives. In this study, it was possible to understand how the teachers involved in the research understand the construction of teacher training and what forming experiences characterize this process. The reports refer to the time when they were students of basic education, to teachers and family members who inspired them to choose their profession, as well as playing as a teacher as evidence of wanting to be a teacher.