<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1982-0305</journal-id>
<journal-title><![CDATA[Revista Teias]]></journal-title>
<abbrev-journal-title><![CDATA[Revista Teias]]></abbrev-journal-title>
<issn>1982-0305</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação - ProPEd/UERJ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-03052022000400142</article-id>
<article-id pub-id-type="doi">10.12957/teias.2022.70247</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O DESPERTAR PARA A DOCÊNCIA COMO PROFISSÃO: o que revelam as narrativas autobiográficas digitais]]></article-title>
<article-title xml:lang="en"><![CDATA[AWAKENING TO TEACHING AS A PROFESSION: what do digital autobiographical narratives reveal?]]></article-title>
<article-title xml:lang="es"><![CDATA[DESPERTAR A LA DOCENCIA COMO PROFESIÓN: ¿qué revelan las narrativas autobiográficas digitales?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Moura]]></surname>
<given-names><![CDATA[Késsia Mileny de Paulo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Franco]]></surname>
<given-names><![CDATA[Sergio Roberto Kieling]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Carvalho]]></surname>
<given-names><![CDATA[Herli de Sousa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Maranhão  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal do Maranhão  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2022</year>
</pub-date>
<volume>23</volume>
<numero>71</numero>
<fpage>142</fpage>
<lpage>158</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-03052022000400142&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-03052022000400142&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-03052022000400142&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este texto tem como objetivo investigar a escolha da profissão docente por dois estudantes de pedagogia de uma universidade pública do nordeste brasileiro, utilizando a produção pelos participantes de narrativa autobiográfica em formato audiovisual como instrumento de geração e análise de dados, adentrando-se nas trajetórias de vida relatadas por esses sujeitos que contam seus encontros com a docência. Para fundamentar este estudo discute-se a narrativa autobiográfica em Delory-Momberger (2004, 2016) e Dominicé (2006); a narrativa digital no formato audiovisual em Maddalena (2018); e o narrar como um instrumento formativo, ancorando nossa discussão em Josso (2007) e Nóvoa (1992). Como resultado, os sujeitos despertaram para a profissão docente nos interstícios da vida, nas situações, lugares e, principalmente, pessoas (professores) que passaram e marcaram suas trajetórias. Também o narrar digital pelos atributos audiovisuais foi uma experiência que os colocou em diálogo metacognitivo para situar a questão disparadora lançada, produzida na mistura das substâncias das linguagens digitais que incrementaram o relato.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This text aims to investigate the choice of teaching profession by two pedagogy students from a public university in northeastern Brazil, using the production by the participants of the autobiographical narrative in digital format as an instrument for generating and analyzing data, entering into the trajectories of life reported by these subjects who recount their encounters with teaching. To support this study, the autobiographical narrative is discussed in Delory-Momberger (2004, 2016) and Dominicé (2006); the digital narrative audiovisual in Maddalena (2018); and narrating as a formative instrument, anchoring our discussion in Josso (2007) and Nóvoa (1992). As a result, the subjects woke up to the teaching profession in the interstices of life, in situations, places and, mainly, people (teachers) who passed and marked their trajectories. Narrating through the attribute of the audiovisual was also an experience that put them in a metacognitive dialogue to situate the triggering question, produced in the mixture of substances of digital languages that enhanced the report.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este texto tiene como objetivo investigar la elección de la profesión docente por parte de dos estudiantes de pedagogía de una universidad pública en el noreste de Brasil, utilizando la producción por los participantes de la narrativa autobiográfica en formato digital como instrumento para generar y analizar datos, entrando en las trayectorias de vida relatada por estos sujetos que relatan sus encuentros con la enseñanza. Para apoyar este estudio, la narrativa autobiográfica se discute en Delory-Momberger (2004, 2016) y Dominicé (2006); la narrativa digital no audiovisual en Maddalena (2018); y la narración como instrumento formativo, anclando nuestra discusión en Josso (2007) y Nóvoa (1992). Como resultado, los sujetos despertaron para la profesión docente en los intersticios de la vida, en situaciones, lugares y, principalmente, personas (docentes) que transitaron y marcaron sus trayectorias. Narrar a través del atributo de lo audiovisual también fue una experiencia que los puso en un diálogo metacognitivo para situar la pregunta desencadenante, producida en la mezcla de sustancias de los lenguajes digitales que potenciaron el relato.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[narrativa autobiográfica]]></kwd>
<kwd lng="pt"><![CDATA[narrativa audiovisual]]></kwd>
<kwd lng="pt"><![CDATA[profissão docente]]></kwd>
<kwd lng="en"><![CDATA[autobiographical narrative]]></kwd>
<kwd lng="en"><![CDATA[audiovisual Narrative]]></kwd>
<kwd lng="en"><![CDATA[teaching profession]]></kwd>
<kwd lng="es"><![CDATA[narrativa autobiográfica]]></kwd>
<kwd lng="es"><![CDATA[narrativa audiovisual]]></kwd>
<kwd lng="es"><![CDATA[profesión docente]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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