SOUSA, E. N.; SOUSA, Elizângela Nunes.
Résumé:
The research presented here is an investigative process aimed at understanding the continuing
education of teachers of Humanities and Social Sciences offered by the Educational’s
Department of Pernambuco. It analyses in which way the continuing education has an effect on
the construction of teacher’s identity, and it perceives public policies, especially when it comes
to high school sociology teachers, as it investigates yet how the economic system intervenes in
the public policies related to this action were guided by the pedagogical reforms in education
and administrative changes. As a qualitative nature, this project itself introduces descriptive
methodological actions crucial to its development, taking into account a central problem: the
study towards the means of organization and construction of the teacher’s identity, which used
techniques and research methods inserted in the midst of the cultural habits of the social agents
related, among them, the investigation through interviews, observations and field research for
data collection, as well as the contextualization of the geographic, cultural and social spaces
that provide a stage for the development of scientific analyses intrinsic to the development of
this work. Regarding field research, high school Sociology teachers wrwe interviewed in this
work, they who teach in schools that are part of the Regional Education Management of Sertão
do Alto Pajeú (GRE SAP). To corroborate to the theoretical discussions, among the several
contributions, authors such as Maurice Tardif, Miguel Arroyo, António Nóvoa, Circe
Bittencourt and Christian Laval were discussed, as well as the analyses on the ideological
capitalist interferences in the school and educational context related to the development of law
no. 13,415/2017 responsible for amending the Law of Guidelines and Bases of National
Education (9,394/96) and establishing changes in the structure of secondary education,
increasing the minimum time of the student in school from 800 hours to 1,000 hours per year,
defining a new curricular organization that contemplates a Common National Curricular Base
(BNCC) and the offer of different possibilities of choices to students: the formative itineraries,
focusing on the areas of knowledge and technical and professional training. Considering its
relevance, this research focuses on teaching and is view as an essential part of the global
educational process through which members of a society are prepared to engage in social life,
that education is arranged as a social and universal phenomenon, thus confirming that the social
relations existing in society are not static, immutable or established as lifelong. They are organic
and latent, since they materialized by human action in social life. Due to these aspects, by the
end of the research, the results and their analyzes obtained through field research actions and
other observations regarding the teaching identity of the professionals involved are described,
as well as the impacts promoted by educational reforms on the self-perception of these teachers.
