Formação, identidade e profissionalização docente nos anos iniciais do ensino fundamental.

Abstract

This monographic study aimed to analyze the formation, identity and professionalization of teachers in the esrty years of elementary school in the city of Umari-CE. The theme of choice arose because of their relevance in contemporary times and my interst in expanding knowledge of training, identity and teacher professionalization, considering them indispensable in the exercice of the teaching profession. The work is to understand the research question what is the importance of intial and continuing training and their contyributions to the construction of identity and teacher professionalization? What aspects involving the professionalization/ deprofessionalization in teaching profession? The locus of the research was a public school in Umari-CE. To achieve the proposed objetives we used the literature and field research. Data collection was performed using the instrument the questionnaire consisting of 10 subjective questions, applied to 05 (five) theachers in the early years of elementary school. The data were analyzed by observing the participants speech and the authors underlyng this study, data study is basead of a qualitative approach. Research shows that there is need of understanding for the teachers, to diversify the training models, as wellas new meaning better theory and practice. The identity for teachers is built throughout life, however, the teacher identity of most of the teachers, need to solidify to contribute to the strengthening of teacher professionalization.