The trajectory and professional trajectory of a researcher: teaching through insurgent narratives

Abstract

This study has as its object the self-narrative woven into the entanglements of a narrative research developed within the scope of the Graduate Program in Education at the Federal University of Sergipe. The work aims to understand how the narrative movement makes it possible to bring out the understanding of oneself and of teaching that is weaved in the formative web of the daily life of the teaching profession. The research is qualitative in nature, anchored in the epistemology of narrative research, which has as its centrality, in the production of meanings, the narrativity that the subject makes of himself, when narrating the actions of the research he develops. In this direction, narrative research is established as a teaching training device, by enabling the reflexive articulation of the actions and knowledge that the teacher does when narrating the actions, difficulties, learning and challenges that he encounters in the exercise of the teaching profession. The work reveals how narrativity evidences the understanding of teaching and the research movement, woven under the comprehensive look of itself and the actions developed in mathematics teaching.