Imagens de si na ressignificação da docência: uma análise autobiográfica

Abstract

This work presents an autobiographical narrative that seeks to analyze the formative trajectory that led me to teaching, highlighting the decisive experiences and interactions that contributed to the construction of my professional identity. Based on the understanding that the devaluation and withdrawal of teachers’ autonomy are part of a political project linked to the demands of capitalist society, I reflect on how my participation in an extracurricular socio-educational project enabled me to reframe the conceptions I previously held about the teaching profession. This qualitative research is grounded in the autobiographical method and in dialogue with authors who support the legitimacy of experience as a space to produce knowledge. Through the critical recollection of formative moments—from my involvement in the socio-educational project Programa Mais Educação to my admission and permanence in the on-campus Pedagogy course at the Federal University of Paraíba—I sought to understand how educational practice, understood as a political and ethical act, transforms both those who teach, in this case myself, and those who learn. The reflections revealed that teaching, more than a professional choice, is a social commitment that recognizes education as an emancipatory force and an instrument of individual and collective transformation. Furthermore, the experiences in the socio-educational project were essential in overcoming distorted and negative views about teaching, serving as the foundation for my reframing and choice of the profession.