Life-education-profession narratives in a multigrade classroom

Abstract

We reflect on training and self training processes experienced in recent years, with the aim of narrating life training experiences and teaching practice in a multigrade rural classroom. To this end, we discuss aspects of personal and professional life, based on theoretical considerations constructed in the doctorate in Educação e Contemporaneidade at the Universidade do Estado da Bahia (UNEB). The texture of the work is based on an (auto)biographical approach, supported by a research diary and children's narratives. It is pertinent to clarify that the experiences analyzed here were experienced by the first author of the text, however the writing and construction of the work was carried out by four hands. These experiences lead us to debate about the arduous and continuous process of self formation as people, teachers and researchers. As results and discussion, we point out the formative and (self)transformative power of narrative reflexivity, whether in the narratives of adults – teachers in training, or in the narratives of children.