Narratives of beginning teachers in the constitution of themselves and their emancipatory possibilities in a research-training

Abstract

The article in question was produced within the scope of a (auto)biographical narrative-formation research in education between the years 2020 to 2021, started in person and then remotely as a result of the Covid-19 pandemic. The research had the participation of 04 (four) beginning teachers, working in two public schools in the city of Caxias-MA. The methodological devices used were: immersion in everyday school life, narrative writing, research diary and conversations, with which, with the exception of the first, it had to be prioritized by the use of recordings of remote meetings on the Google Meet digital platform and with the social network. from WhatsApp. As for the objectives, it sought to: reflect on the formative and emancipatory contributions of (auto)biographical narratives in the constitution of being a beginning teacher, as well as understand the transformative processes of the self by the (auto)biographical narratives produced in the pandemic by teachers at the beginning of career. The theoretical and epistemological foundation was guided by the principles of narrative research articulating with the idea of ​​emancipation and teacher training in the light of: Josso (2010), Freire (2013), Cunha (2010), Rancière (2018), Bragança; Morais (2021) and others, bringing Ricoeur's (2010) hermeneutics of narrativity and temporality in the process of understanding and interpreting narrative sources. The results revealed that the idea of ​​emancipation through teacher training narratives would mean a process of becoming aware that the subject himself carries out in his existence, giving conditions to envisage other directions and directions of his existence and other choices that guide his education projects. life.