Autobiographical narratives in the formation of qualitative teacher-researchers in Stricto Sensu Graduate Programs in Physical Education

Abstract

The article analyzes the use of autobiographical narratives in the formation of teacher-researchers in Physical Education within a stricto sensu graduate program, exploring how these narratives contribute to the construction of identities and subjectivities as professionals in the process of academic development. Drawing from the experiences of four participants, the study highlights the importance of self-knowledge and reflexivity in qualitative research, aligning with Paulo Freire's ideas on critical and emancipatory education. The results show that autobiographical narratives not only foster reflection on personal and professional trajectories but also reinforce the ethical and political commitment of the subjects to research and pedagogical practice. The study acknowledges as a limitation the fact that the narratives were used as a graded assessment, which may have influenced the authenticity of the reflections. Further investigations into this methodology in different contexts of teacher-researcher formation in stricto sensu graduate programs are suggested.