“How do I go to research alone?” The insert process in post-graduation evidenced in narratives of a teacher

ABSTRACT

This work is the result of an investigation that aims to understand the processes of insertion of teachers in higher education in federal universities, in a longitudinal perspective. In this (self) biographical article, we analyze the insertion processes of a teacher, based on her narratives, during the first years of the profession, from 2016 to 2020. The interpretive look of these reports falls to how, in each written narrative, the lived experiences are being remembered, in a “coming and going” of temporality. We emphasize the reflection on the insertion in teaching and post-graduation, specifically in research and guidance activities. The results showed tensions in relation to the complexity of professional practice in the university context. The (re) told story of the transition period in the probationary stage brings elements that mark the process of teacher identity constitution, and reinforces the perception about how interactive processes are propellers of new possibilities of performance and insertion of teachers in graduate school.

Keywords:
(Self) biographical research; Self narratives; Dimension of temporality; Teaching and academic formation