A LIFE, CONTRYSIDE AND CITY IN ALTERNATION

Abstract

This article presents (auto)biographical narratives from natural sciences’ teachers at a Family Farm School in semiarid region of Bahia. We aimed to know their life histories and teacher labour, taking into account their alternating trajectories between countryside and city, and how these trajectories are linked to the processes of teacher training. It is a qualitative research, based on the concepts of memory, (auto) biography, life history and narratives. For production of data, semi-structured interviews were carried out, taking as analytical reference rural education literature, in dialogue with the notion of ‘professoralization’, by Marcos Villela Pereira. Narrative interviews allowed us to know some of teachers’ life histories, realizing that trajectory, (auto) biography and memory can be powerful methods to be used in training courses, as a mean for revision of teaching practices, making people open to new experiences. The teachers' reports show that they are beings with experiences, preserved in memories, at historical, social and cultural contexts that go through them, changing their teaching over the years, in order to fulfill their commitment to the didactic-pedagogical tools of Pedagogy of Alternation. Teaching transformation affirms the impossibility of presenting a fixed identity, but multiple identities that are deconfiguring and reconfiguring, at each moment of instability, every opportunity for change.