Do Saber Comum a Epistemologia, Dos Significados Constitutivos Da Docência E Das Marcas Da Professoralidade: Espelho De Si Mesmo

Abstract

Starting from an inspiration in the models of doing research that break with linear perspectives in the field of human and social sciences, this study aims to present an analysis of the teaching establishment trajectory and professoralidade brands produced in the school of experience, taking as object analysis of the 'mirror of himself' and at the same time, seeks to establish a relationship between the autobiographical research and training processes and construction of teacher identity. For the development of such a proposal, if embarked-the theoretical and methodological ways of autobiographical research, qualitative and dialogical character of Bakhtin approach (BAKHTIN, 2011), together with the theoretical basis mainly proposed by Behrens (2013), Day (2001) Dominicé (1990), Freire (1996), Foucault (1996/2009), Novoa (2000/2001), Santos (2010), Passeggi (2011), Pereira (2001/2008/2013), among others, that light construction and text of scripture, in which it sought to link the ideas, to make them consistent, pointing to the teaching and the construction of professoralidade the senses; and the subject and its historicity, as a writing itself counted on a path trodden paths that were ‘common knowledge epistemology’ (FREIRE, 1996). This theoretical articulation, combined with first-person accounts made by the author (perspective of Foucault's authorship), it can be concluded that this research approach challenges the teacher to be a researcher yourself and take ownership of a discourse that carries the
 social dimension of his practice in the world. This subject, which proposes to take as a research object to his own life story - a
 ‘writing itself ’ - brings out in his speech, some clues that enable to identify as ‘being a teacher’ permeates the question of subjectivity
 and how each subject throughout his life trajectory, though unpretentiously, it makes available to teach and learn in an interactive
 and dialogical way with the world.