Resumen:
The present work presents reflections about the processes of teacher formation in Religious Education, of teachers who work in a confessional teaching network. As training processes, the training movements referred to as self-training were specifically investigated, since they are characterized by the awareness and autonomy of teachers about their own training processes. Counting on the autobiographical research method as the most consistent with the objectives of this research, the data obtained to solve the research problem emerged through training memorials, through which, autonomously, the teaching staff interlocutors of the research were able to report in an open and free manner about what they considered to be self-formative in their constitution processes as teachers in Religious Education. For data analysis and interpretation, the research made use of textual discourse analysis (ATD), precisely because of its proposal to value the empirical material and, also, its possibilities of organization and interpretation. Thus, the research was structured in four parts. The first part addresses the elements that mobilize this research, reflecting on the issue of teacher training in Brazil, the specificities of teacher training in Religious Education and what is understood as self-forming processes. The second part presents the institutional context of the research, where the educational proposal of the Marist Network is evident, as well as what is typical of Religious Education, namely, plural teaching, based on principles of diversity and not confessional. The third part of the research addresses the methodological path of the research, deepening the dimension of autobiographical research as a rich resource and impregnated with meaning, as well as the method of data analysis carried out through discursive textual analysis. The fourth part of the research reveals what was communicated by the research interlocutors through the training memorials and their analyses, from which three categories of interpretation originated: Stories of life and training - where the elements of understanding the process of teacher formation in Religious Education are concentrated; the self-training category - from which come the elements of mobilization and awareness of teachers about their processes of teacher constitution in Religious Education; and the category of teaching reality, where aspects of the teaching reality in the curricular component of Religious Education are elucidated.
