Resumo

CUNHA, Renata Cristina da  e  OLIVEIRA, Rosa Maria Moraes Anunciato de. Autobiographical dialogues: formative possibilities self-knowledge it the beginning of teaching in higher education. Roteiro. UNOESC [online]. 2016, vol.41, n.1, pp.259-283. ISSN 2177-6059.  https://doi.org/10.18593/r.v41i1.8871.

The objective of this paper is to analyze the reflections enhanced by the production and discussion of oral and written narratives. These reflections revealed the formative experiences lived by college professors through their life trajectory and during the execution of this autobiographical research, grounded in Delory-Momberger (2006, 2008, 2009), Josso (2004), among others. The narratives were produced by three English professors who were beginners in the teaching profession at UESPI, in Parnaíba in 2012. The autobiographical dialogues became formative when the professors got the responsibility for their own development writing their narratives and dialoguing with the group, so they could reframe and rebuild spaces, times and lived experiences, recognizing themselves as meaningful part of history.

Palavras-chave : Autobiographical Narratives; English Professors; Teaching Learning Process; Beginning in the Teaching Profession.

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