Banca de QUALIFICAÇÃO: MAIZA FERNANDES DOS SANTOS

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : MAIZA FERNANDES DOS SANTOS
DATE: 10/03/2026
TIME: 14:00
LOCAL: Remoto
TITLE:

In the weaving of autobiographical narratives of future science teachers: between the warp of identity formation and the weft of professional development.

KEY WORDS:

professional development, supervised internship, autobiographical narratives, teaching identity

PAGES: 150
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

Teacher professional development, in line with the literature in the field of teacher training, is configured as a permanent process of transformation of individuals, woven throughout life from the experiences, contexts, and formative opportunities that permeate their personal and professional trajectories. From this perspective, the present research starts from the understanding that teacher professional development is a complex, diachronic, non-linear process that occurs even before initial training. Given this complexity, we rely on the usefulness of the concept of identity for a better understanding of how processes of this nature occur. Thus, the constant constructions and reconstructions of identity—understood as the interplay between what the individual accepts or rejects of the identities socially attributed to them—reveal transformative processes that contribute to teacher professional development. Therefore, the main objective of this ongoing research is to analyze how the professional development processes of undergraduate students in the field of Science occur, based on their life stories and experiences during supervised internships, considering the identity dynamics present in these trajectories. This study is based on the sociological perspective of identity, primarily anchored in the contributions of Dubar (2005), understanding identity as a process of construction and reconstruction throughout the subjects' trajectory. Methodologically, the research adopts a qualitative approach, grounded in (Auto)biographical Research. Data collection was carried out in two stages: the first consisted of the written production of autobiographical narratives within the scope of the supervised internship discipline; subsequently, narrative interviews were conducted with four undergraduate students. The data were organized and analyzed using Souza's (2014) comprehensive-interpretative analysis, structured in three phases: i) Phase I: pre-analysis/cross-reading; ii) Phase II: thematic reading; iii) Phase III: interpretive-comprehensive reading. Considering this qualification phase, the results presented are partial and correspond to the analysis of the process of constitution and professional development of an undergraduate student in Physics. The dynamics of an identity under construction revealed the professional development of a future teacher who assumes a political and social commitment to education, marked by a sense of belonging to the group and an understanding of teaching as a space for social transformation. These results indicate that the constitution and professional development of the future teacher, as well as identity formation, are amalgamated processes that, when analyzed together, reveal the complexity of the undertaking that is ongoing teacher training.

COMMITTEE MEMBERS:
Presidente - ***.869.438-** - WILSON ELMER NASCIMENTO - UFTM
Externa à Instituição - IVANILDA HIGA - UFPR
Externo à Instituição - VERÓNICA MARCELA GURIDI - USP