ABSTRACT
This text aims to develop a reflection on the narrative (auto) biographical research approach, through a retrospective look at a research completed 10 (ten) years ago and another one that is in progress. The proposal consists of a metanarrative exercise that, when dialoguing with the referred researches, thematizes the field of (auto) biographical studies in education, especially regarding the intertwining of meanings that inextricably link research and training, the fabric of narrative sources and the challenges of hermeneutic interpretation. In this theoretical and methodological exercise we dialogue with the contributions of Christine Josso, Delory Momberger, Elizeu de Souza, Conceição Passeggi and with Paul Ricoeur in the discussion of comprehensive hermeneutics. The reflections indicate that the process of understanding and hermeneutic interpretation was experienced taking into account the conversations, but also the revisiting of the written records to understand the multiple meanings that the narratives gave us to say. The movement to narrate the teaching life and profession polyphonically through the narratives of many others who make up us, broadens our range of knowledge, knowledge and experiences of being a teacher, but above all, of continuously learning the profession, research, narration and the different aspects that may emerge from this movement, giving rise to so many theoretical, methodological, epistemological, life, existence and research-formation possibilities.
Keywords:
Research training; (Auto) biographical narratives; Teacher training