Memórias de mim: estradas e encruzilhadas no tornar-me professora

Abstract

I believe that the school environment has its own ecosystem, a place where we spend the first years of our lives going to school to learn how to read, write, learn about historical facts and all the curricular components for the formation of the individual. However, school is not only a place to acquire knowledge, but also a place where we form part of our individuality and identity. Based on this initial reflection, considering the construction of identity and the repercussion and expansion of debates regarding teacher training, I say that this writing as a study and research has a qualitative profile, especially because the writing is about how these processes can be perceived by me. The work essays on the debates that the Research Group on Education in Masculinity, Culture and Subjectivity – GPEMCS carries out and involves a little of this debate on the way the construction of gender is perceived and framed. It is a text centered on the field of Human Sciences, which is based on revisited bibliographical references, as well as on autobiography and autoethnography, contained in the narratives of what I experienced. Thus, I sought to reflect on the intertwined and particular universe conceived for genders, their conceptions, prescriptions, clashes in the field of education and teacher training and, consequently, in other social spheres. In the way in which some processes of knowledge formation for teaching occurred in my training, such as the production of real threedimensional models (3DR models) for teaching biology. In this regard, one consideration to make is that becoming a teacher is much more than going through processes of systematizing knowledg