Abstract:
In this research, we analyze how formative narratives that make up the process of immersion into memories of lived experiences, related life histories and feelings expressed by a science teacher. To that teacher (participant), in an investigative context, it was proposed the writing of a letter to another teacher who might have participated in the participant's formative journey and, subsequently, a semi-structured interview was conducted to elucidate memory aspects, the manifestations of which were analyzed in light of Discursive Textual Analysis (TDA), from which two threads of analysis arose in the space-time of the narratives. The results indicate that the expressed feelings are related in a comparative way with the process of introspection and extrospection of what is (re)counted and (re)-experienced by the teacher. In addition, the contributions of becoming a teacher circulate in the retrospective and prospective movements that shape her practice, and are strongly intertwined in a mosaic of experiences that accompany her in the present and project themselves into the future.
Keywords:
Teaching memories; Life histories; Narrative inquiry; Teacher narratives