BETWEEN LISTENING, CONFLICT AND WRITING ABOUT SELF: THE AUTOBIOGRAPHICAL REPORT AS A RESIGNIFICATION OF TEACHER TRAINING IN EARLY CHILDHOOD EDUCATION

Abstract

This article aims to analyze how autobiographical narrative, grounded in historical-cultural epistemologies and theories of experience, can serve as a tool for re-signifying the initial teacher education in Early Childhood Education. Based on the experience of a supervised internship in a Phase II classroom in the municipality of Timbiras-MA, the author constructs a self-writing that traverses participatory observation, regency, and the conflicts involved in the process of becoming a teacher. The chosen methodology is autobiographical narrative, understood as a formative practice and epistemic gesture. The empirical material is composed of reflective records produced during the internship and analyzed through three emerging categories: pedagogical mediation and listening to childhood; conflict and elaboration of teaching identity; and self-writing as a formative gesture. The results indicate that experience, when narrated, gains critical depth and is transformed into situated knowledge, reaffirming that teacher education is not only technical, but also subjective, cultural, and political.