Autoethnography in teachers training

Abstract

This paper is part of a professional doctoral research, whose focus is about teacher training processes and has been working with Autoethnography as a method to identify self-training within teacher training cycles in initial and continuing education. This construction unfolds from the guiding questions: a) what intervention-investigative movements can occur from teacher training processes? b) what reports are constructed from the apprehension of these processes? c) what formative processes can be conceived to redefine these interventional-investigative-interventionist movements? The research is qualitative, phenomenological, mostly descriptive, with interpretive analysis and leads to the construction of an educational product with theoretical bases centered on the Phenomenology of Perception; placing itself in interdisciplinarity with anthropology. A culture whose structure is hierarchical with rigid rites of passage, with marginal resistance movements emerging; where autoethnography contributes to the perception of these crossings and awareness for change.