Abstract
ABSTRACT This article describes the experience of becoming a teacher educator in a context of social injustice. The approach used was qualitative, using autobiographical narrative inquiry. Starting from a timeline, the principal author did a series of field texts and helped himself with memory boxes. Then, considering narrative inquiry as a relational methodology, the authors rewrote the stories of the principal author as a form of narrative analysis. After this analysis, it emphasized four stories: a) Stories about Overcoming Adversity, b) Stories of Personal Growth, c) About Wanting to Be a Teacher and d) Asking for Help. The conclusions support the possibilities the narrative inquiry offers as practical justice and, simultaneously, as an opening to new opportunities in teacher education processes.
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