Entre as vivências e sensibilidades de professores(as) em formação: narrativas de si nos diários de estágio.

Abstract

This research emphasizes the experience of supervised curricular internships in the Bachelor's Degree in History program at the Federal University of Campina Grande, Cajazeiras–PB Campus, through the analysis of journals produced by pre-service teachers. From 2022 to 2023, graduating students recorded their actions and reflections in journals as part of the activities in the Supervised Internship I, II, III, and IV courses. The journal writing process is described by Miguel A. Zabalza (2004) as an experience resulting in narrative constructions deeply connected to the subject, where the writer is shaped by the narrative while also shaping it. In other words, journals are viewed as a textual genre that may contain intimate and personal narratives, transcending and connecting to the boundaries of the classroom. The teaching journals were analyzed with the aim of identifying situations that constitute experiences based on Larrosa's (2002) understanding, i.e., something that touches us, moves us, and makes us think. The analysis also revealed autobiographical narratives that go beyond mere routine documentation of school experiences. In this context, we explored the concept of experience and framed autobiographical narratives as a possibility for professional development, drawing on authors such as Peter Alheit (2006), Pierre Dominicé (2006), Josso (2007, 2010), and Christine Delory-Momberger (2010, 2012), among others. The specific objectives of this study are to highlight the reflective importance of these internship journals in initial teacher education, positioning autobiographical narratives as formative tools; to discuss the dilemmas faced by pre-service teachers during internships and their impact on their perception of the teaching profession; and finally, to reflect on the intersection between memory and the construction of teacher identity through these journals, exploring how these elements intertwine and reflect on the students themselves. This encompasses various aspects of the students' lives in relation to the teaching profession, their personal identity, and the role they play, considering a range of emotions, challenges, and frustrations derived from their formative experiences.