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This article was developed based on narratives and the life story method, and refers to research carried out in 2009 and 2012, developed within the scope of the Postgraduate Program in Education and Contemporary Studies at the State University of Bahia and the Postgraduate Program in Education, at the Federal University of São Carlos, both researches carried out with rural teachers, in Bahia. The collaborators' narratives allowed the development of this work presented here, whose objective is to analyze what is revealed, regarding contexts and life-education stories, through the names chosen (pseudonyms) by rural teachers, expressed in the (auto)biographical narratives. In the research, twelve teachers were identified by the names they chose and this choice refers to some place or role in the aspect of life and/or training. As highlighted in the literature, everything that is narrated is important and these choices are linked to family, context, childhood memories, tastes, way of being and other issues. Therefore, it is worth highlighting the contribution of this work, as narratives express aspects of identity and the name is part of this. These narrated and contextualized names, and their meanings and meanings, led to a discussion about the identity and training of these rural teachers. [ABSTRACT FROM AUTHOR]

This article presents the result of an action research that analyzed the participation of 19 teachers in the online course Teacher Training for an Innovative Practice from the View of Edgar Morin's Complex Thought, composed of seven complex lessons referenced in the book Seven Complex Lessons in Education of the Future (MORIN, 2000), promoted by the research group Educational Paradigms and Teacher Training (Pefop). The main contributions pointed out by the participants of the course were identified qualitatively, focusing the sixth knowledge (teaching comprehension), in the three stages in which they were called to reflection and discussion. The teachers involved presented a good understanding, especially since they were in training and had previously studied five other modules of the course. Revealed relevant contributions to the construction of their knowledge, intentions and practices experienced for the transformation of education, based on complex thinking and teaching for understanding, demonstrating a possible path to pedagogical innovation. [ABSTRACT FROM AUTHOR]