FROM EXPERIENCE TO TRAINING: LIFE NARRATIVES AND REFLECTIONS OF A MASTER'S STUDENT PSYCHOLOGIST ON EDUCATION AND SEXUALITY

Abstract

This article presents reflections based on an autobiographical memorial developed within the framework of a professional master’s program in Education. Drawing from a trajectory marked by clinical psychological practice, student activism, and experiences with social inequalities, the study discusses how personal, familial, and academic experiences intertwine in shaping teaching identity. Through self-writing as a formative practice, memories related to psychic suffering, sexuality, death, and care are explored, highlighting the pedagogical potential of life narratives for knowledge production and educational practice transformation. The methodology combines an autobiographical approach, theoretical foundations of experiential learning, and bibliographic research, emphasizing authors who frame subjectivity as a constitutive dimension of teaching. The study concludes that memory writing serves as a tool for critical analysis, self-recognition, and ethical-political engagement in education, especially when addressing sensitive topics such as HIV/AIDS, sexual diversity, and mental health.