From narrating yourself to the revelation of the teaching being: among sayings of geography teachers in training

The article in question is intended to provoke some reflections concerning the constitution of being a Geography teacher from the (self) biographical perspective. This includes teacher training as a process which is developed along the subject's life trajectory. Thus, (self) biographical narratives of five undergraduates in Geography from a federal university in the countryside of the State of Rio Grande do Sul were analyzed, and these were produced during the Supervised Internship in Middle School. The analytical look seeks a foundation in the theoretical framework which is relevant to the teaching of Geography, teacher training and (self) biographical research. Through the (self) biographical narratives of the academics, it was possible to identify the existing relationships between the personal and schooling pathways, explained by the evocation of memories with their professional projection. It appears that the choice for the profession, for the teaching area, the conceptions of teaching, and Geography imprint the marks of a life trajectory that is, in fact, unique and singular. Therefore, the constitution of being a teacher is inherent to their existential process. That being said, the (self) biographical narratives reveal that this conception of formation is fruitful and interesting to be adopted in the context of the degree, in order that the (future) Geography teacher assumes himself/herself as the subject of his/her education by the appropriation of his/her career life.