Vida, formação acadêmica e mediação escolar: experiências que se entrelaçam para a construção da identidade docente

Abstract

This autobiographical narrative research work describes my engaging journey dedicated to personal growth and evolution as an individual, with an emphasis on my transformation as an educator and the development of my teaching identity over time. The central issue of the research consists of analyzing and understanding how the trajectory from early life experiences in caregiving and learning mediation, the exposure to subjects during my Pedagogy degree, especially Special Education, to my role as a school support intern in a municipal school in Manaus, reflects on how all of this impacted my development as a researcher and educator. Key moments that brought me into the world of education are highlighted, as well as how direct contact with the school community influenced my perspective on the educator's role in society. As for the methodology, the research adopted an autobiographical and qualitative approach, considering that the source of investigation was my experiences in the field of education. Academic sources and specialized literature on autobiographical narratives, teacher education, and pedagogy were used. The overall objective of the research was to understand the construction of my teaching identity based on life experiences, education, and acting as a school support intern in facilitating the inclusion of students with Autism Spectrum Disorder. Specific objectives include: narrating my life experiences that contributed to the construction of my teaching identity; reflecting on the contributions of my pedagogical training and the role as a school support intern in facilitating the inclusion of students with Autism Spectrum Disorder in shaping my teaching identity; and analyzing, based on my perceptions and experiences as a school support intern, the interactional processes with other members of the school community for the development of inclusive educational practices. I reiterate that the objectives were addressed and the results analyzed throughout the text in light of experiences, observations, and records made in a field diary of my paid internship. Among the key authors used in the theoretical foundation of the research, I emphasize Antônio S. Nóvoa, Marie C. Josso, and Umberto A. Pinto, who assisted us in reflections, analyses, and achieving the results of my research, which consists of the analysis of my own journey and how my engagement with education, along with my initial training, aided me in becoming who I am today in the formation of my teaching identity. Keywords: School Mediation. Autobiographical Research. Teacher Education. Teaching Identity. Inclusive Education.