A presente pesquisa busca trazer relatos de autobiografias como instrumento de pesquisa na tentativa de dialogar e compreender a trajetória do professor, desde seu processo de formação, até sua atuação reflexiva como docente. Desta maneira, acredita-se na contribuição dessas narrativas como instrumento de análise para interpretar as realidades vivenciadas na escola. O material documental, que as autobiografias representam, funciona como uma maneira de fornecer uma visão mais aproximada do contexto geral ao objeto estudado, e das especificidades que a carreira como docente exerce. Autores como (GARCIA, 2003; LIBERAL, 2003; This research seeks to bring reports of autobiographies as a research tool in an attempt to discuss and understand the trajectory of the teacher, since its formation process, until his performance as reflective teaching. Thus, we believe the contributionof these narratives as an analytical tool to interpret the realities experienced in school. The documentary material, which represent the autobiographies, works as a way to provide a more general context to approximate the object studied, and the specifics that career as a teacher has. Authors like (Garcia, 2003; LIBERAL, 2003; NÓVOA, 1992) has shown that these accounts or biographies are ways to redeem their real teacher initiatives, intentions, concerns, anxieties, inter alia, that hover over the light of its performance , and may offer a more realistic look of what happens within the means of education. In short, from the perspective of these reports, you can get more detailed interpret the trajectory that the teacher, student and the school itself ends up experiencing.NÓVOA, 1992) tem mostrado que esses relatos ou biografias são maneiras de resgatar do professor suas reais iniciativas, intenções, preocupações, anseios, entre outras coisas, que pairam sobre a luz de sua atuação, e que podem oferecer um olhar mais realístico do que acontece dentro dos meios de ensino. Em suma, pela ótica desses relatos, pode-se conseguir interpretar de forma mais minuciosa a trajetória que o professor, aluno e a própria escola acaba vivenciando.
This research seeks to bring reports of autobiographies as a research tool in an attempt to discuss and understand the trajectory of the teacher, since its formation process, until his performance as reflective teaching. Thus, we believe the contribution of these narratives as an analytical tool to interpret the realities experienced in school. The documentary material, which represent the autobiographies, works as a way to provide a more general context to approximate the object studied, and the specifics that career as a teacher has. Authors like (Garcia, 2003; LIBERAL, 2003; NÓVOA, 1992) has shown that these accounts or biographies are ways to redeem their real teacher initiatives, intentions, concerns, anxieties, inter alia, that hover over the light of its performance, and may offer a more realistic look of what happens within the means of education. In short, from the perspective of these reports, you can get more detailed interpret the trajectory that the teacher, student and the school itself ends up experiencing.
