This research is motivated by concerns from my first teaching experiences, still in my
undergraduate studies, which persist to accompany me even in the present time. As a
result of them, I seek to understand in what terms formative experiences, shared by
science teachers, within a continuing education, inspired by the Biographical Project
Workshops, express the problematization of teaching and rehearse Teaching Innovations.
This is a research-training, based on the (auto)biographical method, which explores life
and training histories of fourteen (14) teachers who teach Science, in an in-service
training. The results were possible because the participants of the research sought, in their
own way, the continuing education, for already feeling dissatisfied with the way they
were teaching. Even so, they arrive at the course wanting to learn "recipe packages" to
better teach their students. However, they are surprised by experiences that lead them to
question their teaching practices, awakening in them a more reflective and inquisitive
look at themselves, personally and professionally, leading them to investigate their own
practices and to recognize limitations in their performance, which awakened in them the
desire to try new/other ways of doing things in their teaching. From this, new beginnings
emerge, which awaken in the participants the feeling of incompleteness and guide them
to a process of self-knowledge, which makes them responsible for their (self)forming and
transforming power, allowing them to act on themselves and to operate their own didactic
choices, which rehearse, in their teaching, Didactic Innovation. In view of the facts
reported, I argue that Didactic Innovation is constituted as a product and process of selfknowledge of teachers through autobiographical formative experiences, shared in
dynamics of continuing education and problematizing of teaching, constituting a possible
way to produce innovative views on the teaching practice open to becoming.
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