AUTOBIOGRAPHICAL NARRATIVES AND TEACHER IDENTITY: A REVIEW OF THESES AND DISSERTATIONS (2015–2025)

Abstract

This article analyzes how autobiographical narratives have been approached in research related to teacher identity published between 2015 and 2025. Faced with the problem of understanding how these narratives are addressed in studies on teacher identity, the general objective was to analyze these publications by identifying their theoretical references, analytical categories, and the potentialities and challenges of autobiographical narratives. This is a qualitative bibliographic research conducted in the Brazilian Digital Library of Theses and Dissertations (BDTD), using the descriptors "teacher identity", "autobiographical narratives" and "teachers' life stories", considering the time frame from 2015 to 2025. After applying the inclusion and exclusion criteria, ten studies were selected, comprising four theses and six dissertations that make up the analysis corpus. The data were analyzed based on the Content Analysis proposed by Bardin L (2016). The results revealed recurrent theoretical references, such as Nóvoa A (1995), Josso MC (2002), Delory-Momberger C (2014), Passeggi MC (2011), Freire P (1996) and Larrosa Bondía J (2002), as well as predominant categories such as teacher identity, memory, life stories and self-formation. The results indicate that autobiographical narratives foster processes of reflection, self-knowledge, and the resignification of teaching experiences, contributing to a better understanding of the constitution of teachers' professional identity.