PROCESSOS IDENTITÁRIOS DOCENTES EM NARRATIVAS (AUTO)BIOGRÁFICAS DE PROFESSORES DA EDUCAÇÃO DE JOVENS E ADULTOS

Abstract

This article analyzes the processes by which teachers in Youth and Adult Education (EJA) construct their professional identity, using as its subject of investigation (auto)biographical texts produced by two teachers at a Youth and Adult Education Center (CEJA). It is understood that (auto)biographical writing provides a space for processing experiences and constructing meaning regarding teacher training and practice, allowing us to understand how the participants interpret their professional trajectories. The relevance of this study lies in the valorization of teachers’ narratives as sources of knowledge about their formative processes from the perspective of (auto)biographical research. The objective was to understand the meanings constructed by educators regarding the formative and professional experiences that contributed to their development as teachers. Methodologically, this is a qualitative study, grounded in narrative research, conducted with two teachers from a CEJA in Fortaleza. Data were collected through (auto)biographical texts, which were analyzed using thematic analysis. The results revealed three central categories: initial teaching experiences; the public school as a space for transformation; and the CEJA as a place of belonging and reframing of the teaching profession. The analyses demonstrated that teaching identity is constituted through a continuous process of interpreting and reconstructing experience, marked by the relationships established with the different educational contexts and by the reflections generated through self-reflective writing. It is concluded that (auto)biography serves as a powerful methodological and formative tool, fostering the generation of knowledge about teacher education and identity-forming processes in Youth and Adult Education.