2026-03-162026-03-162026-02-19CARDOSO, Maria Larissa. A docência antecipada na formação de Professores de Química: reflexões sobre a prática pedagógica a partir de uma experiência pessoal em sala de aula. Orientador: Murilo Henrique dos Santos Lima. 2026. 65 f. Trabalho de Curso (Licenciatura em Química) - Campus Universitário de Ananindeua, Universidade Federal do Pará, Ananindeua, 2026. Disponível em: https://bdm.ufpa.br/handle/prefix/9351. Acesso em:.https://bdm.ufpa.br/handle/prefix/9351In this work, we adopt a qualitative research approach in the narrative modality. The locus of the research took place in state schools, and, in addition to the stories narrated, it consisted of the teaching experiences in state schools, where I had the opportunity to work as a teacher and recount a trajectory of personal experience: early teaching in the initial training of chemistry teachers. Reflecting on this, I arrived at the research question: what elements constitute the teaching identity of a Chemistry undergraduate student engaged in early pedagogical practices within the context of Basic Education? This question propelled me to seek answers about what identity we pursue as teachers. Consequently, I outlined the objective of recounting, through narratives, identifying, and analyzing elements that shape my identity as a basic education teacher in action and in relationship with students. Data construction took place in the year two thousand and twenty-four, while I was a teacher in state schools, working with middle and high school classes in the state of Paraná. The trajectory I experienced allowed for the construction of two narrative teaching categories: From Knowledge about Students to the Constitution of Teaching Identity: challenges faced in the student-teacher relationship for school retention; and, Experience in Middle School: challenges, lessons learned, the mobilization of didactic strategies, and the strengthening of teaching identity. These categories describe how in-depth knowledge of students' stories and realities, such as work, early parenthood, and social vulnerabilities, transformed the practice and identity of the teacher I am today. The efforts to combat school dropout rates, through affective bonds, pedagogical flexibility, and support beyond the classroom, indicate that teaching identity, forged in early teaching practice, is built at the intersection of technical-scientific knowledge and the exercise of humanity. They demonstrate that teaching identity is constructed through the ethical commitment to the retention and comprehensive support of each student.Acesso AbertoReflexãoNarrativaDocênciaEnsinoEducaçãoDiscenteReflectionNarrativeTeachingInstructionEducationStudentCNPQ::CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM::METODOS E TECNICAS DE ENSINOTrabalho de Curso - Graduação - MonografiaAttribution-NonCommercial-NoDerivs 3.0 Brazil