Continuing training of early education teachers: autobiographic memorial as a training and investigative power

Authors

• Francisco Marcos Pereira Soares Universidade Federal do Piauí https://orcid.org/0000-0003-0107-2279
• Neide Naira Paz Lemos Universidade Federal do Piauí https://orcid.org/0009-0001-1640-3651
• Antonia Edna Brito Universidade Federal do Piauí https://orcid.org/0000-0002-0064-6501

DOI:

https://doi.org/10.17058/rea.v32i3.19872

Keywords:

Autobiographical memorial, Continuing teacher training, Early Childhood Education

Abstract

This study focuses on reflections developed with Early Childhood Education teachers as part of an ongoing training process for Early Childhood Education teachers in the municipality of Antônio Almeida, in the state of Piauí. The training involved the challenge of writing an autobiographical memorial, followed by a discussion about the experience of writing. The general objective was to analyze the potential of the autobiographical memorial as a tool for the training of Early Childhood Education teachers. The research methodology was based on autobiographical research. The narrative analysis method used was Bardin's content analysis (2011). The study demonstrates that autobiographical memorials are a powerful tool for the training of Early Childhood Education teachers, fostering reflexivity on educational practices, enabling the production of knowledge about oneself and the profession, and supporting the development of knowledge necessary for childhood educational practices. Furthermore, we reflect that the use of memorials in the training of Early Childhood Education teachers allows teachers to take the lead in the training process by sharing experiences, reflecting on their life stories, and integrating educational practices with children.