Records and Reflections

This paper focuses on the practice of writing in teacher training. The research was carried out from an autobiographical perspective, analysing records and reflections resulting from experiences in the school and university contexts. This analysis sought to understand the issues that were problematised and the knowledge that was built up through these writings. The aim of this work is to help recognise the formative potential of autobiographical writing, encouraging teachers to record their experiences and use this practice as an important tool for personal and professional growth.

Autorentext

Graduated in Pedagogy from UNESP in Rio Claro. She took part in PIBID in 2012 and 2013 and attended the Training Group: Dialogue and Alterity from 2012 to 2014. These experiences allowed her to combine her academic training with her passion for writing and keeping diaries.