ABSTRACT
In the last decade, a significant body of scholarship has been produced in Brazil on the role of (auto)biographies in pedagogy and teacher training. Discussions of (auto)biographical research emerging from the Brazilian educational field have focused, quite specifically, on studies that take into account the methodologies of pre-service or junior teacher training with continuing emphasis on aspects related to professionalism on the job, integration of new teachers into schools and communities, and furthering the professional development of teachers of different grade levels and diverse knowledge areas. It is important to note that many of these studies have been developed within regional, national, and international research networks, a practice somewhat common in the field of biographical research, thereby allowing scholars to form partnerships and cooperation between research groups. This collaborative approach to studying (auto)biography and pedagogy has afforded Brazilian researchers, through the implementation of different methodologies emerging from international and interdisciplinary research norms, the opportunity to develop four axes of (auto) biographical research and key courses of action and investigation, as discussed in this essay.
