Teaching identity and professional practice

autoethnographic experiments in a preparation course for college for low-income students

Abstract

This article, in the form of an autoethnographic narrative, is the result of experiences lived in a preparation course for college for low-income students in Niterói, Rio de Janeiro, and intends to reflect on a process of construction of teacher identity from the work experiences of the author. This process occurs through intellectual, physical, and emotional means through the encounter with the subjects, artifacts, and institutions that configure an educational space. How is the relationship between professional practice and the construction of a teaching identity? How can education spaces originated in social movements contribute to teacher training at the basic school? The article examines these dynamics based on excerpts from my field notebook and images produced during a period of remote classes that took place in the year 2020. It concludes with the construction of an identity especially crossed by notions of uncertainty, the product of the imposition of a “virtual educational reality” and of historical processes that opened new horizons on what it means to be a teacher.