Reflexões acerca da identidade do professor e escolha pela docência em Geografia a partir das narrativas (auto)biográficas

Abstract

This article is the result of the research from a dissertation titled "(hidden for evaluation)," and it constitutes a specific focus that will address issues related to the choice of the teaching profession and the identity of the Geography teacher. In this way, the aim of this text is to present a reflection on teacher education through (auto)biographical narratives, with the starting point being the choice of the Geography course by the collaborating teachers. Reflecting on this choice allows us to understand some aspects of the practice, role, and identity of teachers. This research is qualitative in nature, grounded in (auto)biographical narratives and life stories. The data discussed throughout the text stem from narrative interviews and formative memoirs, which were used in constructing the dissertation as well as for the specific focus chosen in this article. We consider it essential to reflect on how we become teachers, how we mobilize the knowledge necessary for the teaching profession, and for such understanding, we

believe that (auto)biographical narratives allow us to clarify and comprehend various questions that surround the formation of Geography teachers. As teachers narrate their lives, they become aware of their education beyond the formal sense, in a process of (self)formation through reflecting on their life journey and experiences, especially those that have been formative for them as teachers. The excerpts presented throughout the research, resulting from interviews and memoirs, highlight the formative potential of working with (auto)biographical narratives in the education of Geography teachers, contributing to the literature on this subject and advocating for the recognition of this methodology and its contribution to understanding how a teacher becomes and perceives themselves as a teacher.