THE (AUTO)BIOGRAPHICAL NARRATIVE AS A RESEARCH-TRAINING DEVICE IN PROFESSIONAL TEACHING INDUCTION

Abstract

Based on the epistemological principles of (auto)biographical research and guided by the objective of situating the contribution of training research as a device for professional teaching induction, the article on screen proposes two movements: first it highlights historical-philosophical-conceptual assumptions of training research and, more specifically, from the (auto)biographical perspective; then, it presents an investigative design in development, part of an inter-institutional network research supported by CNPq and FAPERJ, bringing together beginning teachers of public education networks with up to five years of professional experience, with the purpose of discussing the possibilities and the challenges of inducing peers to act and react by teachers in relation to the difficulties that affect teaching in its first years of professional practice. It is reaffirmed that narrative as a (auto)biographical activity produces reflection and enables the beginning teacher, as a narrator, to enter situations and reflect on them, understanding themselves and the other, in the constant dialogue between the events experienced in the classroom. class, the theories studied and the new learnings made possible by this relationship, thus instituting another mode of professional teaching induction.