Série "giz": narrativas autobiográficas de um professor de ciências e de biologia

Abstract

This is an autobiographical narrative research developed within the Graduate Program in Education at the Federal University of Uberlândia (UFU), and linked to the research group Amplia – Amálgama. It focuses on investigating the importance of sensitivity in teaching, based on the trajectory of a Science and Biology teacher. The present text thus constitutes a contribution to works that reflect on the boundaries between fiction and autobiography. Through first-person singular self-writing, structured in the form of a “series,” the text presents significant episodes experienced throughout the teaching career, revealing how proximity to students and their realities has the potential to transform both the educator and the teaching learning process. By revisiting his professional experiences, the teacher-narrator comes to understand that knowing and embracing the experiences, emotions, and challenges of his students are essential for building meaningful pedagogical bonds. This connection, cultivated through attentive listening and empathy, reinforces the conception that teaching goes beyond the mere transmission of content; it is, above all, an exercise in presence, sharing, and mutual affectation. The series entitled GIZ dramatizes the difficulties faced by this teacher—from the precarious material conditions of work to the lack of didactic resources—but also highlights the creative potential that emerges from such contexts. It is within scarcity that he reinvents his practice, develops alternative strategies, and seeks to engage students in a form of learning that is meaningful to their lives. Thus, the research implies that sensitivity in teaching is not an accessory quality, but a fundamental axis for a humanized education committed to the integral development of children, adolescents, and young people. The narrated trajectory therefore becomes a source of inspiration and reflection on teaching as an ethical and aesthetic practice, reaffirming that teaching is also an act of care and listening. By telling his stories, this teacher demonstrates that it is possible to build other ways of teaching and learning—more affective, inclusive, and transformative.