SciELO - Scientific Electronic Library Online

 
vol.37Memory, identity and teaching: reference-memories of beginning teachers in higher educationThreads of memories … On possibilities of writing one's self and inventing worlds... author indexsubject indexarticles search
Home Pagealphabetic serial listing  

Services on Demand

Journal

Article

Share


Educar em Revista

Print version ISSN 0104-4060On-line version ISSN 1984-0411

Abstract

STARLING, Cláudia; CONTI, Keli Cristina  and  NUNES, Célia. “How do I go to research alone?” The insert process in post-graduation evidenced in narratives of a teacher. Educ. Rev. [online]. 2021, vol.37, e75623.  Epub Apr 08, 2021. ISSN 1984-0411.  https://doi.org/10.1590/0104-4060.75623.

This work is the result of an investigation that aims to understand the processes of insertion of teachers in higher education in federal universities, in a longitudinal perspective. In this (self) biographical article, we analyze the insertion processes of a teacher, based on her narratives, during the first years of the profession, from 2016 to 2020. The interpretive look of these reports falls to how, in each written narrative, the lived experiences are being remembered, in a “coming and going” of temporality. We emphasize the reflection on the insertion in teaching and post-graduation, specifically in research and guidance activities. The results showed tensions in relation to the complexity of professional practice in the university context. The (re) told story of the transition period in the probationary stage brings elements that mark the process of teacher identity constitution, and reinforces the perception about how interactive processes are propellers of new possibilities of performance and insertion of teachers in graduate school.

Keywords : (Self) biographical research; Self narratives; Dimension of temporality; Teaching and academic formation.

        · abstract in Portuguese | French     · text in Portuguese | French     · French ( pdf ) | Portuguese ( pdf )