Narrativas autobiográficas e identidades: histórias de letramento de professoras

Abstract

People still become teachers of the language area in the society of performance (Han, 2017), which has often shown itself to be hostile to the profession. Through the analysis of semi-structured narrative interviews previously recorded and transcribed, the objective is to know and describe the motivations and paths that led the research participants to choose the career of teacher in the language area, trying to understand their literacy trajectories and the autobiographical narratives that emerged in the interviews. The three teachers participated, in 2022, in a training entitled “Multiliteracies and Digital Technologies in the Classroom”. Regarding the narratives, we also rely on the works of Flannery (2015), Labov (1967, 1972); regarding teacher education in Kleiman (2005, 2014), and Kersch (2020); and on the works on identity and teacher identity in De Fina (2015) and Klering, Trarbach and Kersch (2023), respectively. Analyzing the narratives of three teachers, we noticed the repetition of certain patterns in their stories, namely, the individual-example, the relationship with the area of Letters and the emotional involvement with the students. The results reveal the complexity of the world of education and its human content, which is intrinsically linked to the performance of both sides, educator and learner, contributing to the argument that defends a dialogical and humanized education that frees students and teachers from the mechanical roles perpetrated in Western educational culture.