Training itineraries, the flipped classroom and “learning to learn”: possible approaches based on the (auto)biographical narrative of a future Mathematics teacher

This study presents part of a doctoral education research work that is being developed at a public university in southern Brazil. The investigation operates with (auto)biographical narratives of undergraduate mathematics students, produced in a Research-Training Seminar. The methodology for analyzing narratives is based on the model of scenic understanding. In this text, we seek to carry out an analysis based on scenes shared by the collaborator Gustavo. The study allows the emergence of strategies, courses of action, awareness, and significant resilience in the teaching search. The research sheds light on a particular experience with the Flipped Classroom approach, which is central to the doctoral research on screen and carried out three years before the seminar. The reflections indicate that the workshop configured a privileged and unique training space, revealing the important contribution that research-training can offer to the training of teachers.