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This study presents a possibility of re-signifying discourses of curriculum policies for teacher formation from the autobiographical narrative as a path of criticism and change to the school's discourses. The policy discourses have sought to standardize how teachers should accomplish their teaching functions and thus contribute to the learning of their students. We have disagreed with these proposals that try to fix teacher identities. Based on studies already undertaken in the field of curricular policies, through a research project in progress, we seek the challenge of dialoguing with the autobiographical proposals of William Pinar, Madeleine Grumet, and Teresa Strong-Wilson re-visiting the understanding of currere. We argue with these authors that autobiography is an associative, cultural process, constituted of knowledge and practice. In this way, we seek to hold dialogues between the researches of curricular policies of teacher formation, bringing the discursive approach of Theory of Discourse. The challenge of the proposed dialogue between these theories is to rethink the meanings of curricular policies in school with teachers.

Autobiografia e Teoria do Discurso: uma possibilidade de desconstruir discursos das políticas curriculares de formação de professores no Brasil