Resumo

SOARES, Sebastião Silva  e  GUIMARAES, Selva. Memory, identity and teaching: reference-memories of beginning teachers in higher education. Educ. Rev. [online]. 2021, vol.37, e75550.  Epub 08-Abr-2021. ISSN 1984-0411.  https://doi.org/10.1590/0104-4060.75550.

This article aims to analyze reference-memories of three teachers beginning their careers in higher education, through (auto)biographical research. For that, an interview was used with questions about life history, school education, academic path and professional development. The aspects highlighted by them in the study demonstrated considerable elements in the choice of the profession and the constitution of teaching learning. In view of the reference-memories, it was evident that the marks and images of teaching come from a repertoire of these subjects’ own life history. Such reminiscences are loaded with positive and happy feelings configured by the family influence in the referred choice, by trajectories with the old masters, in addition to the games and the processes of insertion/initiation to teaching at the university. Learning in this area did not happen in a neutralized way, but rather woven by the training paths experienced by teachers in their life stories and by professional journeys in maintaining or overcoming beliefs and values ​​about the teaching profession. Furthermore, the subjectivities that permeate the construction of teachers’ identity were seen, that is, how they were constituted in the profession and in various historical contexts of formation.

Palavras-chave : Narratives; Reference-memories; Beginning teacher; Higher education.

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