ABSTRACT:

The present article reports on the research that aimed to reflect on conceptions and practices of teacher training, discussing possible contributions of (auto)biographical narratives, in the scope of initial teacher training, developed in the Pedagogy course of a public university in the state of São Paulo, and of continued training, in the context of schools of the initial years of elementary education of the metropolitan region, in which the referred institution is inserted. The following questions were raised: how are conceptions and practices of initial and continued formation outlined for teachers in the contexts of research development? What are the possible contributions of the elaboration and sharing of (auto)biographical narratives in initial and continuing education processes? The theoretical and methodological framework was woven in the dialog between the (auto)biographical narrative research-formation approach and the nosdoscom studies on school everyday life, in a path that included an inventory of the practices, memories and policies of the formation of teachers, in the contexts where the research was carried out, and the development of training practices, anchored in the (auto)biographical narrative approach in supervised internship classes and in the schools involved. The development of the research-formation reaffirms the power of knowledge production that takes place in the encounter and dialog between university and school, as well as the role of (auto)biographical narratives in the mediation of a reflective path of sharing and collective construction of pedagogical knowledge.

Keywords:
Initial training; continued training; Pedagogy course; narratives; (auto)biographical research