Curriuli e formação docente na EPT: o percurso formativo em uma perspectiva autobiográfica

Abstract

This study discusses curriculum and teacher training in the context of the educational path of ten undergraduate students at IFSertãoPE Campus Petrolina. Assuming that the student's educational path is constructed and constituted based on their experiences and that these can be configured as a determining element in their choice to access and complete an undergraduate course, even if it was not their initial choice, the research question is: What experiences led undergraduate students, throughout their educational path, to become teachers, even if it was not their initial choice to be in this place? And the objective: to understand what experiences led undergraduate students, throughout their educational path, to become teachers. Anchored in phenomenology and bricolage, this research was developed from an autobiographical perspective, with a theoretical and methodological basis in William Pinar's currere method. This method supported the creation of the research instrument called Autobiographical Workshop: revealing experiences, unveiling teacher training, which refers to two listening sessions in which students were able to tell their life stories and educational trajectories, based on the following questions: What made you come to this place? What place [IFSertãoPE] is this? How do you see yourself in the future? Who are you in this place? What made you stay in this place? allowing a process of self-reflection and self-knowledge based on five moments: welcoming, regressive, progressive, analytical and synthetic. The students' responses throughout the moments experienced in the Autobiographical Workshop allowed us to infer that the student's educational path reveals itself as a continuous process of reconfigurations, in which experiences, human relationships and the place make up this process. These reconfigurations, guided by experiences and the constant updating of references, form the basis of teacher training that transcends mere technical instruction, achieving a deeper understanding of the world and of themselves. As students progress through their education, they not only accumulate knowledge, but also transform themselves into teachers.