Identidade profissional docente: gênese e construção.

Abstract

The construction process of the identity of the professional in teaching occurs from the reflective practice in continuing education and social relations inside and outside of the workplace. The importance of studying this subject is justified by the requirements of a globalized society, driven by advances in all areas. This study aims to understand how is the process of building the teaching professional identity since its genesis and throughout working life. The theoretical framework shows that the profession of teaching stands out among the other professions, being directly related to the training of individuals prepared to social living. The main authors who have supported this research were: Antunes Da Silva Nunes, Freire, Gadotti, Galindo, Nascimento, Sousa Neto and Tardif. This is a qualitative research. So for data collection it was used a questionnaire with nineteen questions, containing eleven about the profile of the subjects and eight defined as the work objectives. Ten teachers of regular education system form the subject frame, all of them from a publicstate school located in Cajazeiras – Paraiba. As inclusion criteria, the teachers would need to be active, having working time between one and five years or being among the last five years from retiring. Fifty percent were chosen as being in activity in the first five years of work and the other half in the past five years. The data were analyzed based on the technique of content analysis. Subjects show comprehend that their identities pervade in ways ranging from the influences and interaction in social relations. The teaching professional realizes their importance to society, but criticizes that the valorization exists partially, not meeting the primary needs of the class, featuring a professional demotivation. Continued training and educational planning are among the experiences considered most important for the construction of their identities as teachers. Conscious of its role in society, the professional in teaching recognizes that the development of his/her practice depends on theyidentifyingthemselves with the duties, and relationship with others, enabling the construction of the „I‟ professional.