“Uma mulher trabalhadora como eu sou”: caminhos da formação de uma futura professora de ciências e biologia

Abstract

This research presents an autobiographical narrative about the academic trajectory of a student enrolled in the undergraduate Teaching Degree in Biological Sciences at the Federal University of Uberlândia (UFU), Pontal Campus, aiming to understand the challenges, learnings, and experiences that contributed to her development as a future Science and Biology teacher. The study aims to analyze the paths experienced throughout undergraduate education, highlighting the relationships between university retention, work, family responsibilities, gender inequalities, and the construction of teaching identity. The methodology is characterized as an autobiographical narrative investigation, developed from the recollection and reflection on personal, academic, and professional experiences lived during higher education, combined with studies on autobiographical narratives, teacher education, and student retention. The results indicate that the university trajectory was marked by challenges related to balancing work and studies, the impacts of the COVID-19 pandemic, financial difficulties, and the need to manage family responsibilities alongside academic training. Furthermore, the experience of teaching during undergraduate education significantly contributed to the construction of professional identity and reaffirmed the desire to pursue teaching. It is concluded that autobiographical narratives are important instruments for reflecting on student trajectories, allowing a broader understanding of higher education retention beyond traditional academic indicators and revealing human, social, and formative experiences.