Carreira docente: a relação entre a história de vida e a formação profissional do professor

Abstract

This paper presents the research entitled “Teaching Career: the relationship between life history and the professional training of teachers,” with the main objective of understanding how the life history of education professionals influences the process of training and the development of the teaching career by analyzing the relationship between their experiences and daily practice. Furthermore, it explores three central points: how educators’ life experiences influence their personal decisions and professional trajectories; how teachers’ life history impacts their daily practices and interactions with students; and what challenges teachers face throughout their career. The choice of the theme is justified by the relevance of understanding teachers’ trajectories beyond technical training, considering that personal experiences and life history directly influence their choices, pedagogical practices, and relationships with students. In this sense, Huberman, apud Nóvoa (1992), believed that career development is configured as a process rather than a series of events. During the data collection for the problem under study, we conducted a bibliographic review, based on reading and reflection of articles and books, and carried out an exploratory survey of scientific productions dealing with the theme in question, combined with a qualitative investigation based on a structured interview with teachers working in a State School in the Municipality of Manaus, at the Elementary School – Early Years stage, in order to identify patterns or singularities in the motivations for choosing the teaching career. Our expectation is that this work will contribute to education professionals reflecting on their daily practices, based on the retrieval of their memories, as well as drawing attention to the recognition of the importance of a more solid teacher training that strengthens more conscious, human, and meaningful pedagogical practices. The analysis of the collected data demonstrates that the experiences lived by the participants throughout their professional journey contributed substantially to their personal enrichment, in addition to promoting the development of interpersonal knowledge and the understanding of the social context. Consequently, the investigation of the subjective aspects of the teaching trajectory becomes imperative to elucidate its contribution to the construction of professional identity and the management of the career’s daily challenges.