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Oral history. Teaching narratives. History teachers. Teaching precarization.
This study aims to understand the narratives of History teachers from Rio Grande do
Norte regarding their teaching experience between the 1990s and 2000s. The
research adopts Oral History and Public History as methodological approaches and
is based on six oral narratives of teachers who worked in basic education during the
period under analysis. The results indicate that the narrated experiences reveal
processes of teaching knowledge construction shaped by educational reforms, the
precarization of teaching work, and the everyday practices developed by teachers
throughout their professional trajectories. It is concluded that teachers’ narratives
hold significant formative potential and should be made public in order to contribute
to the appreciation of teaching work and to reflections on the improvement of
working conditions and the quality of Brazilian education.