Abstract:
This paper aims to reflect on the importance of (self) biographical method for
teacher training. Based on the works of authors such as Souza, Josso and
Nóvoa, among others, it seeks to discuss the relevance found in the training
work based on Life Stories which appreciates the subjectivity and uniqueness of
these stories in contrast to a Cartesian teacher training model, in which the
teacher is a mere transmitter of knowledge and does not feel themselves as the
actors of their own training. The discussions are also guided by the attempt to
understand how the journey of two black school teachers of a Quilombola
community guides and directs their pedagogical praxis. In this paradigm shift, it
is let behind a formative model centered in what some authors call technical
rationality and subjectivity (s) is encouraged, because it is believed that there is
no teaching without learning and vice versa. This is a survey of an
ethnographical type with a qualitative approach.
