Tache training is a crucial theme for the quality of education, since its initial training
that should be based on the acquisition of a solid base of theoretical and practical
knowledge, and its continuing education that has a fundamental role so that the teacher
can update and improve constantly. This work presents an investigation that took place
through a research-training in a municipal school with seven (07) science teachers of
final years, over two months through meetings of (self)formation with the use of
narratives as a training process, as one of their characteristics they make use of reports
of lived teaching experiences that carry with them meanings and relevant learning,
because they present a fundamental role for the construction of knowledge and
because they allow the self-reflection of practices and experiences for the construction
of new knowledge and contribute to a more collective formation, their aspects will be
presented during the. But, collectively, its aspects will be presented during the (self-
)formation process and the realization of how they can contribute to the recent training
of science teachers in the final years. The profile of the self-forming meetings or
knowleding, the construction of a group of teachers with a guiding question, the
formative aspects emerging from the analysis of the texts produced in (self-)formation,
and the reflective report of the trainer are presented in detail. From this (self-)formation
process, an educational product (PE) was created in the form of a formative itinerary
for science teachers in the final years, which will serve as a formative model, allowing
those who have access to it to apply and adapt it for reproduction in a school
environment or wherever necessary
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