This research was conducted to contribute to the field of Science education by understanding how the teacher-self is constituted, understanding how we become Science teachers and what narratives teachers bring with them throunghout their art of experiencing the teaching practice in Science education in na Amazonian contexto. This research is justified as possibility to understand the constituion of the teacher-self, reflecting on the moment when the teacher actually experiences this art or craft, and how the Technologies of the self subjectivize the act of constituting. Due to the fact that I am a future teacher, I believer that this reflection will contribute with respect to situating myself in the field of teaching, of education. Using a post-critical research approach in education, we analyzed the narratives of subjects who work in Science teaching, by means of áudio-recorded and later transcribed interviews. We point out in the statements of the subjects that the formation occurs by other means, whether they are disciplinary, transdisciplinar or technologial of local knowledge, and in this sense we understand that the teacher should always have na eye for a re(trans) formation.
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