Research In The Field Of Education Involving (Auto)biographical Narratives

Research from the perspective of the biographical-narrative movement emerged at the end of the nineteenth century in Germany, being expanded in the 1920s and 1930s, in the United States, in the so-called Chicago School. The discussions intensified at the end of the twentieth century, marked by polemical debates of an epistemological and methodological nature. This movement symbolizes the epistemological return privileging the local, the singular, the qualitative and the oral, and also, in the field of Education, it enables the creation of a teaching identity, an orientation and a follow-up of the teaching career through a professional and personal development that teachers desire. The biographical-narrative movement has been the perspective that Bolívar and Domingo (2019); Bolívar, Domingo and Fernández (2001), have constituted their own focus, understanding social phenomena, especially Education, as texts in which the meanings and senses are the result of the narrative of the singular-plural subject. In the last 20 years there has been a significant expansion of the biographical-narrative movement, due to: the creation of research groups (a highlight for the group of which we are leaders: Histories of Teacher Training Who Teach Mathematics-Hifopem); publication/translation of the books that make up the Classics of Life Stories Series, by UFRN researchers, with emphasis on Profa. Maria da Conceição Passeggi; and the holding of International (Auto)Biographical Research Congresses (CIPAs).