The Voices Of Graduates On Training Beyond The Profession: A Letter To A Young History Teacher
History teacher training; life stories; self-tale
The aim of this research is to understand, based on the life trajectories and teacher training of teachers who have graduated from the History degree course at the Federal Rural University of Rio de Janeiro - Nova Iguaçu Campus, how their initial training and arrival in professional life came about. Through semi-structured interviews conducted online using the Meet Platform, it was possible to obtain the life and training narratives of the volunteer teachers who were willing to contribute to the research. Based on the analysis of these narratives, it was possible to construct a letter echoing the voices of these graduates, for an aspiring history teacher, inspired by the writings of Rainer Maria Rilke in Letters to a Young Poet and the reflections proposed by Nóvoa, in Letters to a Young Education Researcher. The theoretical framework of the research includes authors such as Nóvoa and Huberman, who bring to the discussion contributions on the studies of teachers' life stories and teachers' professional life cycles, Delory-Momberger with his theoretical discussion on self-tale, Carlo Ginzburg with his indiciary paradigm, contributions from Bakhtin's philosophy of language and Laurence Bardin's content analysis. In this way, the research sought to point out new paths and discussions for the vast field that is teacher training in History, also presenting an assessment of the training of history teachers at UFRRJ/IM in recent years.