"Não gostam de quem nunca pisou em sala de aula": trajetórias de vida-formação-docência

Abstract

This article presents discussions that focus on the object of Didactics, considering the ethical-political, contextual and operational dimensions of teaching and learning process. We aimed to understand the action of planning the teaching of a teacher in the early years in her teaching insertion process. The studies are based on the theoretical-methodological assumptions of (auto)biographical research, using Teaching Cases and narrative interviews as research-training devices. We were inspired by the concept of biograms to carry out a comprehensive-interpretative analysis. The analysis of the construction of Life-Training-Teaching biograms showed dimensions such as: the place of the female being in teaching; access to public university as a right; teacher training; choosing the profession; challenges in the action of planning the teaching in the process of insertion and teaching learning. In addition, the biograms constructed WITH the teacher represented movements intrinsic to the teaching trajectory from the perspective of research-training.