Estrangeirar-se: narrativas autobiográficas de um professorpedagogo em formação

Abstract

This undergraduate thesis proposes an (auto)biographical narrative journey through the formation of a teacher-pedagogue in diverse educational spaces, marked by experiences of displacement, affection, and (re)invention. The research is based on the concept of estrangement as a formative force, understanding the educator as a subject in constant (re)constitution. Its general objective is to sketch alternative modes of self-constitution of the teacher-pedagogue through the writing of causos—experiential narratives that reveal learnings and tensions in educational practice. Methodologically, the study is anchored in the Narrative (auto)biographical Research approach, mobilizing memories and lived experiences in spaces such as a social institution, the university, the LEPETE/UEA laboratory, and the School of Accounts of the Amazonas State Court of Auditors. The causos presented here are not merely personal accounts, but meaningful fragments that call for sensitive listening and critical reflection on being a teacher-pedagogue. Through storytelling, the author rewrites his own path, recognizing estrangement as a formative and existential condition. Writing thus becomes a gesture of resistance and invention, opening paths to understand teaching as a living, affective, and unfinished practice. Keywords: Teacher-pedagogue; (Auto)biography; Selfconstitution; Educational spaces; Pedagogy.