FORMATIVE ASPECTS OF (AUTO)BIOGRAPHICAL WRITING IN NARRATIVE DIARIES OF FUTURE MULTIVALENT TEACHERS

Abstract

The study presented here aimed to identify the formative aspects of the (auto)biographical writing of narrative diaries by polyvalent teachers in the process of initial training. To this end, I adopt narrative research as an investigative means of understanding the experiences with (auto)biographical writing in the Pedagogy course, whose narrative analysis revealed that the formative aspects emerging in the diaries enable the development of the sense of authorship and empathic identification, as well as allow the future teacher to constitute a self-evaluation of himself and understand that affection is a fundamental characteristic of the teaching and learning process. In summary, these formative aspects guide a proposal for initial training beyond the technique, unveiling ways of teaching from a critical and emancipatory perspective.