Narrative Documentation of Pedagogical Experiences in University Teaching: Teaching Profession in Question

Abstract

This article brings to the reflective scene of university teaching, the knowledge, practices and narratives of self that teachers, from a public university in the State of Bahia, Brazil, produce when documenting their experiences in Higher Education, in an interface with the training of teachers to work in the basic school, The objective of the study was to understand the teaching profession woven by higher education teachers in the daily educational practices developed at the university and their relationship in the process of initial teacher education for acting in Basic Education. The qualitative methodology, using the narrative documentation of pedagogical experience as a method, according to principles postulated by Suárez (2007). The results suggest that the pedagogical and educational experiences of university professors also emerge from professional practice at the university, in contexts of relationship with students. The narratives themselves reveal how the teaching profession is woven into the choices and movements that the teacher produces when documenting his experiences, constituting a principle of horizontality that emerges from the collaborative work and in the way in which each teacher immerses himself in his life story, from academic education and professional performance to produce knowledge and experiences in university teaching.