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This article is the product an autobiographical research, seeking to weave theoretical reflections, based on the writings of self, of teachers who are students of a specialization course in youth and adult education, searching, from their narratives, to investigate in what terms the memories of the experiences of teaching of these students / teachers manifest self-formation as training. We use this approach because we understand that life and training stories present a study based on the events, events, knowledge, attitudes and feelings that emerge from a differentiated teaching practice, when adults. For the construction of this narrative, we rely on the possibility of triangulation of data, using the logbook, questionnaires and interviews, seeking to build a solid research. As evidence of the subjects' speeches, we visualized that the option for teaching was already consolidated in the life trajectory of many of the subjects surveyed, confirmed by the feeling of alterity, which allows the subjects to understand and reinforce theories such as Nóvoa (1995), Schön (2000), Tardif (2002) and Freire (2006), who seek to characterize a professional education more focused on human values.

A ESCRITA DE SI COMO CONTEXTO FORMATIVO DE UMA PROFESSORA NA CONSTRUÇÃO DE SUA IDENTIDADE PROFESSORAL