WHEN I DARED ME TO NARRATE: OTOBIOGRAPHICAL INTRADUCTIONS OF A PROFESSORALITY
Otobiography; Curriculum; Teacher's Education.
This work is an otonarrative of the movements of a professor who works graduating other teachers that, after developing a formation-research otobiographical, dare to narrate translating the management described in their own and other teacher's narratives, operating with the derridian concept of of otobiography, concept reinvented by Silas Borges Monteiro (UFMT) like a research method in education and that in this paper is supplemented with another dimension: pedagogical. What can otobiography, perspectivated in a pedagogical dimension, in formative (con)texts in formation exercise? With this question, together with the teachers that belong to the public municipal education of Palmas de Monte Alto - Bahia, it was mobilized an investigative dinamic with two differing purposes and doubled in themselves: to problematize; and put into perspective what can an otobiography, in a pedagogical perspective, lived through the (con)texts of formation in teaching exercise. So, it constitute itself a professorality gone through the valeryan poetics that used theoryempyrical conversations in the areas of language philosophy and difference philosophy in which concerns the study of Jacques Derrida and Gilles Deleuze to manage study meetings and didactic planning, curriculum, and teacher's formation, which registries in otodiaries - tool invented for a research - escaped of the plowing of minutes books, to an affective exercise of scriptures and listenings of the livelyhoods that, when collectivized open important ethical, political, and aesthetical topics about what and how a professorality is formed to beyond the professional performance.