Por dentro da escola pública: narrativa autobiográfica do processo ensino-aprendizagem e a formação cidadã

Abstract

This Final Course Paper aims to reflect on the importance of public schools in citizenship education and pedagogical practices, based on an autobiographical experience. The study analyzes pedagogical practices that promote social inclusion and critical education, relating them to educational theories and highlighting the relevance of public schools in shaping teaching identity. It also seeks to demonstrate how autobiographical writing contributes to a critical analysis of teaching practices and to the appreciation of public education. The research was developed through a qualitative approach, combining bibliographic review and autobiographical narrative writing as a tool for reflection on the author’s formative trajectory. The narrative is grounded in Paul Ricoeur’s concept of triple mimesis, which enables reflective organization and the re-signification of school experiences. The guiding question was: how did the experiences lived in a public school contribute to the author’s citizenship formation and teaching constitution? The analysis is based on authors of critical pedagogy, such as Paulo Freire, Saviani, and Miguel Arroyo, and dialogues with the Brazilian historical and educational context of the early 2000s, marked by inclusion policies but also by structural contradictions. The results show that cultural, artistic, and pedagogical practices, even in contexts of social vulnerability, can promote inclusion, social justice, and citizenship education. It is concluded that autobiographical narrative is a space for reflection and reconstruction of formative practices, reaffirming public school as a territory of citizenship, belonging, and social transformation.