Banca de DEFESA: MAIZA FERNANDES DOS SANTOS

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : MAIZA FERNANDES DOS SANTOS
DATE: 23/07/2026
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:

natural sciences; supervised internship; teacher professional development; initial teacher education; teacher identity; autobiographical narratives.

PAGES: 176
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

In line with the literature on teacher education, teacher professional development is understood as an ongoing process of personal transformation, woven throughout one's life from the experiences, contexts, and educational opportunities that shape personal and professional trajectories. From this perspective, this research proceeds from the understanding that teacher professional development is a complex, diachronic, and non-linear process that begins even before initial teacher training. Given this complexity, we rely on the concept of identity to better understand how such processes unfold. Thus, the constant construction and reconstruction of identity—understood as the interplay between what an individual accepts or rejects regarding socially attributed identities—reveal transformation processes that contribute to teacher professional development. Accordingly, the primary objective of this research was to understand the professional development processes of undergraduate science education students, drawing on their life stories and experiences during supervised internships, while considering the identity dynamics present in their trajectories. The study is grounded in a sociological perspective of identity—anchored primarily in the work of Dubar (2005)—viewing identity as a process of construction and reconstruction throughout the individuals' life paths. Methodologically, the research adopts a qualitative approach based on (auto)biographical research. Data collection was carried out in two stages: the first involved the written production of autobiographical narratives within the supervised internship course; subsequently, narrative interviews were conducted with four undergraduate students. The data were organized and analyzed using Souza’s (2014) comprehensive-interpretative analysis framework, structured in three phases: Phase I: pre-analysis/cross-reading; Phase II: thematic reading; and Phase III: interpretative-comprehensive reading. The results indicate that the professional constitution and development of future teachers, as well as the formation of their professional identity, are intertwined processes that, when analyzed together, reveal the complexity of the endeavor that is continuous teacher education.

COMMITTEE MEMBERS:
Presidente - ***.869.438-** - WILSON ELMER NASCIMENTO - UFTM
Externo à Instituição - CARLOS VENTURA FONSECA - UFRGS
Externo à Instituição - VERÓNICA MARCELA GURIDI - USP